2023 Job Search Handbook for Educators

Job Search Handbook For Educators 2023

Job Search Preparation

Employment Opportunities

Supply and Demand Data

Targeted Tips from Experts in Education 57th Annual Edition

Welcome to the 2023 Job Search Handbook!

"A great teacher in every classroom is one of the most important resources we can give our children to recover from this pandemic and thrive," said Secretary Cardona. We agree! It’s an honor and privilege to serve in an organization dedicated to leading and supporting educators. AAEE is about positively impacting education through professional connections. It has been a joy to participate in this process of learning and networking with the members over the past few years, attending the conference and participating in the webinars.

This publication has a tremendous amount of information to assist aspiring educators. The articles and advice range on a variety of topics from writing your resume to following up after the interview to navigating your first year of teaching.

With 60+ articles about the education job search, the insights and perspectives shared will boost the job search skills of our future educators.

We were thankful to get back in person for our conference this year and what a line up of speakers and topics we had.

We heard about recruitment and retention, apprenticeships, and self-care to name a few. AAEE was able to continue its Janice S. Jones scholarship initiatives both for the Critical Need Teacher and Teacher of Color. AAEE was also able to provide four mini-grants to districts for Grow Your Own programs.

Thank you to the committee members and contributing writers for the rich resources provided within the Job Search Handbook. I can’t wait for you to dig into your copy of the handbook so you can see all of the educational resources that are available for you to use in your job search!

Best Regards, Kimberly Glass AAEE President Springdale School District Springdale, AR

A Message from the Executive Director Thank you for allowing the American Association for Employment in Education (AAEE) to support you with your job search (or help you learn more about a career in education)! The 2023 Job Search Handbook for Educators represents the 57th edition of our publication and it has long been considered the premier resource for PK12 teachers who are completing their preparation and seeking employment. At AAEE, our non-profit mission is to positively impact education through professional connections. Given its purpose and the many hands and relationships required to produce it, this publication is a prime example of that mission.

I want to sincerely thank AAEE Director of Publications Amy Hatmaker, the entire JSH Editorial Committee, and our many authors from throughout the education community for the preparation of this important resource. I also want to thank the universities, colleges, school systems, and affiliated organizations who support the production and distribution of this publication through their AAEE membership, purchases, and participation. Finally, I want to thank our tremendous board members for committing their time, talent, and treasure to ensure AAEE's continued success.

We are confident that you will benefit greatly from the information and perspectives shared in the 2023 Job Search Handbook for Educators. If you have any suggestions to improve future editions (and benefit future generations of teachers), however, please do not hesitate to let us know.

Your partner in education, Tim Neubert AAEE Executive Director execdir@aaee.org

Table of Contents Plan an A+ Demonstration Lesson ...........................................................................69 The Demand for Educators How to Prepare for a Virtual Interview and Teaching Demonstration ......................70 Opportunities Abound for PK-12 Educators............................................................ 2-4 The Importance of Thank-You Messages ..................................................................71 Busting Myths about the STEM Teaching Profession .............................................. 5-6 Following Up Post-Interview ...................................................................................72 Orange County Public Schools .................................................................................. 6 Advertisement: Adams 12 Five Star Schools ............................................................72 Preparing for Your Future Advertisement: Jordan School District .....................................................................73 Student Loans and Loan Forgiveness Options for Aspiring Educators ..................... 7-8 Exploring Employment Options Advertisement: Douglas County School District ........................................................ 8 The FAQ’s on Seeking Out-of-State Certification ......................................................74 Making the Most of Student Teaching and Field Experiences .................................... 9 Certification and Licensure Offices for U.S. States and Territories ............................75 Fast Forward to Your Future ..................................................................................... 9 Substitute Teaching: Opening the Door to Full-Time Employment ...........................76 Take Control of Your Employment Search with a Timeline Approach .......................10 Insider Tips to Help Manage Stress While Waiting to Hear About a Teaching .

Strategizing: The Key to a Successful Job Search ......................................................11 Opportunity ............................................................................................................77 How to Get Hired: Tips for Student Teachers ...........................................................12 Alternatives to Traditional Public School Teaching ...................................................77 Job Search Process 2.0 ............................................................................................13 Jobs Outside of Traditional Classroom Teaching ......................................................78 Apply for the Janice S. Jones Teacher Scholarships .............................................14-15 Advertisement: Granite School District ....................................................................79 25 Technologies for Your Teaching Toolbox..........................................................16-20 If You Could Teach Anywhere in the World, Where Would You Go? .........................80 Top Ten Tips and Best Practices for New Teacher Applicants ....................................21 Adapting to Living Internationally ...........................................................................81 Become a More Marketable Teacher .......................................................................22 Advice from Educators Who Made the Switch to Virtual .........................................82 The Secret to Winning a Top Job Offer ................................................................22-23 Accepting a Teaching Position .................................................................................83 Teacher Candidate Checklist ....................................................................................24 Contracts: Considerations, Comparisons, and Concerns ...........................................83 Calling All Rising School Administrators: Writing a Diversity Statement ...................25 Teacher Salaries: What to Consider When Accepting Employment Offers ................84 Cultural Competency 2.0 .........................................................................................26 Culturally Responsive Teaching ...............................................................................27 Navigating Your First Year of Teaching English Language Learners and You .........................................................................28 Advice for Incoming Teachers from a Veteran Educator ...........................................85 Advertisement: Kappa Delta Pi ................................................................................28 Pandemic-related Notes to Beginning Career & Technical Education (CTE) Teachers on Adaptation Skills for Instructional Effectiveness ............................................86 Resumes, Cover Letters, References, and Applications Effective Stress Management for Educators .............................................................87 Effective Resumes for Education Majors .............................................................29-30 The Self-Care Imperative for Teachers: Work-Life Balance ...................................88-89 Your Resume: One Page or Two? .............................................................................31 You’ve Graduated - But You’re Not Done! ................................................................90 How to Create a Stand-Out One-Page Resume ........................................................31 Build a Board of Mentors ........................................................................................90 Action Verbs for Effective Resume Bullet Points .......................................................32 Top 5 Mistakes New Teachers Make During the First Week of School .......................91 Advertisement: East Baton Rouge Parish School System ..........................................32 Building Positive Parent Rapport .............................................................................92 Show and Tell: Putting Action Verbs to Work! .........................................................33 Advertisement: Canyons School District ..................................................................92 Sample Resume.......................................................................................................34 I’m Being Watched! Navigating the Beginning Teacher Evaluation Process ...............93 Writing an Effective Cover Letter .............................................................................35 A Teacher's First Year: Support, Reflection, and Deep Breaths .................................94 Cover Letters - Be Specific .......................................................................................36 Reflections on the First Year of Teaching ..................................................................95 Professional References: Who, Why, and How to Make Them Work for You ............37 The Importance of References .................................................................................37 2023 AAEE Job Search Handbook Editorial Committee Setting Yourself Apart from Start to Finish ...............................................................38 The Job Application: One Aspect of the Employment Process ..................................39 Common Online Teaching Application Mistakes ......................................................40 Amy Hatmaker Janette Henry-Davenport Advertisement: Anne Arundel County Public Schools ..............................................40 Director of Publications Paine College (retired) How to Slay Your Job Search: Predator, Not Prey .....................................................41 University of Houston-Victoria Advertisement: Grove City College ..........................................................................41 Derek Jack Networking and Social Media Be Your Authentic Self ............................................................................................42 This Is Where the Story Begins ................................................................................42 What is Your Teacher Story? ....................................................................................43 Ps (and Qs): A Pre-Service Teacher’s Primer for Job Searching During Your Program.44 Why Teachers Need an Elevator Pitch: 5 Keys to Your 30-Second Intro .....................45 An Educator’s Digital Presence ................................................................................46 Quick Question: Why should anyone care what I do online through social media? ..46 Monitor Your Social Media Presence .......................................................................47 Rated "R" Social Media ...........................................................................................47 Optimize Your Social Media Presence To Showcase Your Professionalism ................48 I’m a Teacher Candidate - Do I Really Need a LinkedIn Profile? ................................49 Twitter: A Place for Professionals ...........................................................................50 Creating a Digital Portfolio: How to Make Yourself Stand Out from the Crowd .........51 Preparing for Interviews and Job Fairs It's Time to Land Your Perfect Job in Education. How?..............................................52 Job Interview Preparation: 10 Tips for Effective Research.........................................53 Ace Your Job Interview with Intentional Preparation................................................54 Answering Common Interview Questions................................................................55 Top Ten Interview Questions Asked by School Administrators ............................56-57 Linking Social Emotional Learning (SEL) Concepts into Your Interview ....................57 Be Prepared for These Common Interview Questions .........................................58-59 Advertisement: Westminster Public Schools ............................................................59 Top Ten Interviewing Tips From Recruiters Who Have Seen It All ........................60-61 Asking the Right Questions at Your Interview ..........................................................61 Are You Ready for Behavioral Interviews? ...............................................................62 Quick Question: What should I do if I am asked an illegal interview question? ........62 Using STAR to Answer Behavioral-Based Interview Questions .................................63 Being Trauma-Informed During the Interview .........................................................64 Remember Extracurriculars During the Hiring Process..............................................65 Advertisement: Proximity Learning .........................................................................65 WORK IT! Successfully Navigating the Teacher Job Fair ............................................66 Expand the Reach of Your Employment Search: Attend Job Fairs from Anywhere! ...67 Tips to Help Student Teachers Crush a Video Interview ...........................................68

Laura Collins Loudoun County Public Schools Jamie Doss Southern Illinois University Edwardsville Matthew Erickson Slippery Rock University Sandra Frederick Grove City College Anthony Goettl University of Wisconsin-Stout

Brigham Young University Thomas Kersten Roosevelt University

Jack Kronser Douglas County School District Alicia Scott Laurens County School District Michele Stephens Rockdale County Public Schools

If you are interested in serving on the Job Search Handbook Editorial Committee, please email the AAEE Executive Director at execdir@aaee.org.

Opinions expressed are those of the authors and do not necessarily represent the official position of AAEE ©2022.

American Association for Employment in Education, P.O. Box 510, Sycamore, IL 60178 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the published, AAEE. This publication is protected by standard US copyrights.

Visit AAEE online at aaee.org

The Demand for Educators

Opportunities Abound for PK-12 Educators, Especially in Areas of Bilingual/Multicultural Education, Math, Science, Languages, Special Education, and Related Services AAEE 2021-2022 Supply & Demand Survey

cross the United States, the need for PK-12 educator A candidates continues to be significant. According to the 64 fields of certification/licensure studied in this year’s Educator Supply and Demand Survey, school districts identified 60 fields experiencing a shortage!

Representatives from 163 colleges and universities and 373 school districts participated in the 2021-2022 Educator Supply and Demand Survey and identified the demand for educators in each certification field using a scale from 5 (Considerable Shortage of educators) to 1 (Considerable Surplus of educators). These results are reported according to 10 geographic regions of the country.

Table One shows the results categorized by Considerable Shortage, Some Shortage, Balanced, Some Surplus, and Considerable Surplus. A national composite number for each certification field is listed in the right column under “Total.”

The higher the number for your certification fields in the region(s) where you are seeking employment, the higher the demand for your certification/licensure field. Hence, the better your chances of finding a full-time position in education. The lower the number, the more challenging your job search is likely to be.

Generally, employers hire new educators for five reasons: 1) increased student enrollment; 2) expanded programming for students; 3) transfer of existing educators; 4) staff retirements or resignations; or 5) a shortage of qualified educators among those currently teaching in specific certification fields. As reflected in red on Table One, the most significant needs at the national level include Bilingual/Multicultural Education, 8 languages, all 6 categories of Math & Science, Audiology, School Nursing, School Psychology, Speech Pathology, and all 10 categories of Special Education. According to our survey history, educators in most of these fields have been in significantly low supply relative to demand for many years.

The success of your job search, however, does not solely depend on the demand for your certification field in the demographic region of your choice. For example, if you are a Physics teacher seeking employment in the Middle Atlantic Region (AAEE’s Region 8), which has a Considerable Shortage of Physics educators at 4.79 on a 5-point scale, you still need to conduct an effective job search using the articles in this Handbook to assist you. And if you limit your search to just a few employers in this region, those specific employers may not have Physics openings for the coming school year.

Likewise, if you are licensed to teach Physical Education, a field that traditionally has a larger supply of candidates relevant to demand, it doesn’t mean you won’t find a job.

However, you should expect to have fewer opportunities for employment than a Physics candidate.

To increase your chances of employment, regardless of your certification field, AAEE and its members recommend you consider three strategies: 1) expand the geographic range of your search (using Table One to identify areas of the country where your certification is most in demand); 2) apply to a variety of employer types (public and private) within a variety of city types (urban, suburban, and rural) and 3) earn credentials in additional certification fields (again, using the table to identify in-demand certification fields for which you have a passion and competence to teach).

While hiring in education is a local issue, the 2022 National Composite score of 3.89 for all certification fields is the highest in the 40-year history of AAEE’s Educator Supply and Demand Survey. The strong demand for educators in most certification fields will continue to present hiring challenges for employers while also providing great opportunities for PK-12 educators, especially those of you willing to consider relocation. Best wishes to you all!

Respondents by region include: Code 1 2 3 4 5

Region Northwest West Rocky Mountain Great Plains/Midwest South Central

States Idaho, Oregon, Washington Arizona, California, Nevada, Utah Colorado, Montana, New Mexico, Wyoming Iowa, Kansas, Minnesota, Missouri, Nebraska, North Dakota, South Dakota Arkansas, Louisiana, Oklahoma, Texas

6

Southeast

Alabama, Florida, Georgia, Kentucky, Mississippi, North Carolina, South Carolina, Tennessee, Virginia, West Virginia

7 8 9 10

Great Lakes Middle Atlantic Northeast Alaska

Illinois, Indiana, Michigan, Ohio, Wisconsin Delaware, District of Columbia, Maryland, New Jersey, New York, Pennsylvania Connecticut, Maine, Massachusetts, New Hampshire, Rhode Island, Vermont Alaska

2 American Association for Employment in Education

Math & Science Education

Languages

Educational Fields

Considerable surplus (1.00 – 1.80)

1

2

3

4

5

6

7

8

9

10

Total

Agriculture Education

3.89

3.75

4.13

4.19

3.76

3.77

4.45

4.58

4.00

N/A

4.07

Art/Visual Education

3.23

3.46

3.81

3.88

3.61

3.46

3.70

3.50

3.00

3.00

3.61

Bilingual Education/ Multicultural

4.14

4.04

4.22

4.45

4.44

4.23

4.38

4.58

3.75

4.00

4.29

Business Education

3.43

3.34

3.94

3.87

3.37

3.38

3.86

3.81

3.00

3.00

3.66

Computer Science Education

3.70

3.82

3.97

4.02

3.81

3.62

4.03

4.04

3.88

3.00

3.90

Dance Education

3.38

3.25

4.13

3.71

3.09

3.42

3.85

4.22

3.00

3.00

3.56

English/Language Arts Education

3.28

3.52

3.64

3.89

4.05

3.84

3.24

3.31

3.00

3.50

3.60

Family and Consumer Science

3.55

3.57

4.29

4.33

3.68

3.69

4.00

4.27

3.57

4.50

4.00

Health Education

3.17

3.22

3.53

3.48

2.87

2.97

3.35

3.19

3.13

3.00

3.29

Journalism Education

3.38

3.36

3.80

3.74

3.53

3.43

3.33

3.83

2.75

4.00

3.55

Music Education

3.81

3.83

3.90

4.05

3.89

3.33

3.79

3.52

2.67

3.50

3.78

Physical Education

3.00

2.98

3.18

3.08

2.85

2.97

3.25

2.89

3.00

2.00

3.04

Reading Specialist/ Interventionist

3.52

3.77

3.95

3.97

3.89

3.94

3.83

3.93

3.38

4.00

3.86

Social Studies Education

2.96

2.97

3.05

3.31

3.35

3.06

2.94

2.82

2.75

3.50

3.07

Speech Education

3.82

4.22

4.31

4.14

3.78

4.24

4.15

4.13

3.75

5.00

4.14

Technology Education

3.70

3.86

3.95

3.82

3.68

3.77

3.95

4.14

3.75

4.50

3.87

Theatre/Drama Education

3.35

3.49

3.93

3.76

3.57

3.56

3.53

3.80

3.43

N/A

3.62

American Sign Language

4.09

4.32

4.63

4.75

4.38

4.25

4.29

4.75

4.60

5.00

4.47

Arabic

5.00

4.44

4.75

4.91

4.20

4.80

4.36

4.71

5.00

N/A

4.63

Chinese

5.00

4.23

4.73

4.64

4.20

3.89

4.50

4.75

4.00

5.00

4.43

Classical: Greek, Latin

3.50

4.27

4.70

4.69

4.00

4.36

4.18

4.80

3.33

5.00

4.36

ESL/ELL (English Language Learner)

4.23

3.82

4.31

4.47

4.24

4.03

4.13

4.46

3.71

3.00

4.16

French

3.40

4.00

4.21

4.43

3.78

3.96

4.53

4.41

2.50

5.00

4.13

German

4.00

4.19

4.29

4.36

3.83

4.00

4.64

4.30

4.00

5.00

4.25

Italian

4.00

4.50

4.56

4.90

4.33

4.50

4.57

4.50

4.00

5.00

4.56

Japanese

4.00

4.30

4.78

4.73

4.00

4.75

4.50

4.67

4.00

N/A

4.52

Russian

4.50

4.50

4.75

4.73

4.00

4.40

4.50

4.80

4.00

5.00

4.56

Spanish

3.86

3.60

4.00

4.42

4.25

4.15

4.03

4.34

3.00

5.00

4.06

Other Languages

4.00

4.06

4.15

4.25

3.67

4.00

4.00

4.50

3.50

4.50

4.08

Math

4.12

4.58

4.66

4.64

4.55

4.65

4.18

4.25

3.75

4.50

4.48

Biology

3.92

4.19

4.38

4.51

4.45

4.26

4.02

4.32

3.75

4.50

4.27

Chemistry

3.96

4.35

4.54

4.77

4.45

4.54

4.33

4.80

3.88

4.50

4.49

Earth/Physical Science

3.80

4.23

4.35

4.53

4.40

4.37

4.02

4.20

3.75

4.00

4.27

General Math and Science

3.84

4.30

4.48

4.39

4.45

4.47

4.00

4.07

3.63

4.00

4.26

Physics

4.08

4.44

4.66

4.82

4.53

4.53

4.38

4.79

4.00

5.00

4.56

American Association for Employment in Education

The Demand for Educators

Table One: Educator Supply and Demand by Region and Certification Considerable Some shortage Balanced Some surplus shortage (3.41 – 4.20) (2.61 – 3.40) (1.81 – 2.60) (4.21 – 5.00)

3

Support Services Special Education

Admin

Elementary/ Middle School

The Demand for Educators

Considerable shortage (4.21 – 5.00)

4

Some shortage (3.41 – 4.20)

Balanced (2.61 – 3.40)

Considerable surplus (1.00 – 1.80)

Some surplus (1.81 – 2.60)

1

2

3

4

5

6

7

8

9

10

Total

Audiology

3.93

4.03

4.50

4.50

3.80

4.05

4.35

4.36

4.25

N/A

4.24

Counseling

4.16

3.70

4.18

4.05

3.84

3.83

3.92

3.38

3.00

5.00

3.89

Gifted/Talented Education

3.53

3.83

4.24

4.05

3.55

3.66

3.83

3.39

3.17

5.00

3.84

Library Science/Media Technology

3.55

3.63

4.03

3.89

3.79

3.53

3.71

4.04

3.63

4.00

3.78

Occupational Therapy

4.14

4.00

4.46

4.31

3.94

4.03

4.03

3.87

3.25

4.50

4.11

Physical Therapy

4.19

4.07

4.42

4.19

3.94

4.13

4.03

3.91

3.25

4.50

4.11

Reading Diagnostician

3.57

4.07

4.31

4.10

4.11

3.72

4.18

3.81

3.50

5.00

4.03

School Nursing

4.05

4.31

4.31

4.06

3.80

4.43

4.28

4.43

3.00

5.00

4.21

School Psychology

4.24

4.19

4.41

4.34

3.92

4.13

4.43

4.14

3.67

5.00

4.25

School Social Work

4.29

4.13

4.38

4.06

3.77

3.97

4.18

3.62

3.50

5.00

4.07

Speech Pathology

4.19

4.30

4.43

4.39

4.00

4.49

4.30

4.26

3.63

4.00

4.31

Pre-K Education

3.71

3.62

3.84

3.78

3.95

3.89

3.62

3.68

3.38

3.00

3.73

Kindergarten/Primary Education

3.57

3.62

3.66

3.65

3.95

3.83

3.34

3.30

2.88

4.00

3.59

Intermediate Education

3.48

3.72

3.78

3.80

4.05

4.09

3.48

3.37

3.14

4.50

3.72

Middle School Education

3.74

3.94

4.05

4.08

4.11

4.27

3.85

3.92

3.50

4.00

3.99

Elementary Principal

3.42

3.25

3.51

3.47

3.42

3.17

3.64

2.96

3.13

3.50

3.37

Middle School Principal

3.48

3.40

3.51

3.63

3.37

3.29

3.58

3.16

3.13

3.50

3.46

3.72

3.51

3.58

3.78

3.50

3.29

3.52

3.36

3.38

3.50

3.56

3.64

3.39

3.68

3.77

3.30

3.12

3.77

3.48

3.38

3.00

3.55

Multicategorical Special Education

4.47

4.72

4.72

4.54

4.75

4.56

4.51

4.50

3.57

4.00

4.57

Dual Cert (General & Special Ed.)

4.29

4.55

4.64

4.47

4.42

4.41

4.27

4.31

4.00

4.00

4.43

Early Childhood Special Education

4.24

4.24

4.63

4.43

4.61

4.50

4.25

4.22

3.50

4.00

4.36

Emotion/Behavioral Disorders Sp. Ed.

4.41

4.58

4.74

4.68

4.75

4.54

4.54

4.28

3.75

4.00

4.56

Hearing Impaired Special Education

4.33

4.50

4.78

4.58

4.40

4.56

4.61

4.58

4.40

4.00

4.56

Learning Disability Special Education

4.32

4.36

4.67

4.49

4.44

4.57

4.42

4.28

3.38

4.00

4.43

Cognitive Disabilities Special Education

4.52

4.54

4.69

4.50

4.47

4.50

4.44

4.25

3.38

4.00

4.47

Mild/Moderate Disabilities Sp. Ed.

4.35

4.43

4.58

4.49

4.53

4.49

4.37

4.19

3.25

4.00

4.41

Severe/Profound Disabilities Sp. Ed.

4.70

4.73

4.89

4.67

4.68

4.65

4.70

4.48

3.88

5.00

4.68

Visually Impaired Special Education

4.53

4.58

4.85

4.64

4.46

4.53

4.69

4.65

4.50

3.00

4.62

High School Administrator Central Office Administrator

American Association for Employment in Education

David May and Wendy K. Adams Get the Facts Out, Colorado School of Mines

D

id you know that teachers rate their lives better than all other occupation groups, trailing only physicians?

It’s true. In fact, we in the Get the Facts Out project, GettheFactsOut. org, have discovered a lot of other facts about teaching as a career, some of which might surprise you. Our mission is to share these facts so that people, who might want to become STEM teachers, have accurate information about the profession when making important career decisions.

“steps” (raises) that teachers are entitled to. This list shows salaries for teachers in years 1, 5, and 15 in four typical districts from around the country (in most places, the steps happen every year).

Mid-career teachers (in their 15th year of teaching) usually make more than the median annual income in each local area.

In addition to these base salaries, there are numerous opportunities for K-12 teachers to earn supplemental income. Unlike college professors, K-12 teachers get additional pay for activities outside their core teaching assignment. Teachers report earning between $2,000 and $15,000 per year for serving as a club sponsor (drama, science, honor societies, etc.) or coach (sports, chess, etc.), or for providing tutoring.

A teacher's life Consider the ladder to the right: On which step of the ladder would you say you personally feel you stand at this time?

Gallup asked this question of 172,000 U.S. workers and found that teachers rate their lives better than all other occupation groups, trailing only physicians.

Why do you think teachers rate their lives so highly? We at GFO have been studying this question for the past four years. We have mined data from all over the U.S. and collected some of our own. What we have found is that teacher well-being stems from work-life balance, student and colleague relationships, and financial stability. Teachers work hard but their schedule is a healthy one that allows them time to spend with loved ones and rest. Compared to other jobs you can get with the same degree, teachers have more three- and four-day weekends and holiday breaks including spring break. A key to their work-life balance is that teachers have flexible summers that they can use to travel, learn, spend time with family and friends, and recharge.

How to find out teacher salaries in your part of the country: 1. Look for your area on GFO’s map: https://getthefactsout.org/ teacher-salary-data/ 2. If the data isn’t there, you can request that we find it for you at the link just below the map.

3. Can’t wait? You can often find it with an internet search for “teacher salary schedule” and the names of local school districts.

Since teacher contracts are just for the school year (9-10 months), many teachers choose to get a summer job. We know teachers who work at national science labs, take students on guided tours to places like the Everglades, or work at a local zoo. Other teachers choose to use flexible summer schedules to enjoy time with their family and friends.

Bachelor's degree

Let's talk salary Did you know the middle 50% of mid-career teacher salaries ranges between $60,000 and $100,000, nationally?

The Demand for Educators

Busting Myths about the STEM Teaching Profession

Master's degree

First year

5th year

5th year

15th year

Jordan School District (Provo, UT)

$53,000

$56,500

$60,87562,625

$71,375

Chicago Public Schools

$60,116

$65,917

$70,081$76,327

$106,752+

Long Beach Unified (California)

$59,439

$59,488

$65,803

$100,963

Westminster Public Schools (Denver, CO)

$52,820

$55,213 $61,295

$64,489 $78,312

$101,499

That’s mid-career salaries. The middle 50% of starting salaries for teachers with no experience and only an undergraduate degree range from $40,000 to $61,000. That is quite competitive with other jobs you can get with the same degree plus teaching has more negotiated breaks, including summer.

What about college teaching?

Most teachers get guaranteed, pre-determined raises every year.

Every district has a “regular salary schedule” that outlines the

In the beginning years, secondary teachers and college teaching

Teaching college is a great career too, but it turns out that grade 7-12 teachers do as well as college teachers, and often better.

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The Demand for Educators

faculty make similar base salaries. By the 15th year, secondary teachers have received enough guaranteed raises to outpace the typical college teacher. The difference is even more pronounced if you include the supplemental pay that K-12 teachers often earn.

(College positions rarely have the opportunity for supplemental pay.)

The only area where we really see college outpacing secondary is for the tenure-track faculty predominantly in departments that grant doctoral degrees. Tenure-track faculty usually have minimal teaching responsibilities and focus mainly on research, writing papers, and applying for grants.

What about retirement?

Did you know? Most teaching jobs have better retirement benefits than other jobs you can get with the same degree. Not only that, but on average, teachers in the U.S. retire at age 59 compared to age 63 for all occupations.

You can learn more about teacher benefits here:

https://getthefactsout.org/teacher-retirement-plans/ Other benefits of teaching Did you know?

• There are student loan forgiveness programs and scholarships for math and science teachers.

• You can get a job almost anywhere in the U.S. or abroad as a science or math teacher.

• Behind every advance in medicine or technology is a teacher who left a lasting impression.

You can find out more about these facts, explore the teaching profession, and look up teacher certification programs on the GFO website here: https://getthefactsout.org/prospective-teachers/

Consider this example from the Denver area, where the largest source of STEM graduates is the Colorado School of Mines. A major local employer of these graduates is Lockheed Martin.

Lockheed pays a higher starting salary than school districts in the area but contributes much less to an employee’s retirement benefits.

In fact, if you add the salary and retirement benefits to get total compensation, both the Lockheed engineer and the teacher (with the same college degree) make the same in their first year (about $70,000). By the 15th year, the total compensation is larger for the teacher.

Paid days off is another benefit where teachers come out very well. The Lockheed engineer would get 10-40 days off each year (depending what type of work schedule they were given), while teachers get 75-109 days off.

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6 American Association for Employment in Education

Twitter @ocpsjobs Facebook @ocpsjobs Instagram @ocpsjobs

Anthony Goettl Career Counselor, University of Wisconsin – Stout, Wisconsin

T

he United States is suffering from a serious shortage of qualified teachers, which gives students seeking a career in education a clear advantage in terms of financial assistance. Not only are there various grants and scholarships available, but there are ample college loan opportunities specially designed to help students become teachers. Several loan forgiveness and loan cancellation programs are also available to repay a teacher`s student loan in exchange for years worked at a school district or in an urgently needed specialty.

College loans for student teachers and teachers are provided by the federal and state governments, as well as private credit institutions.

Teacher loan forgiveness programs are primarily sponsored by the federal and state governments, while some programs are by specialized organizations interested in increasing the availability of qualified teachers in certain high-demand subjects.

Federal Loans for Students in Teaching Programs Federal student loans are the most common and affordable college loan option in the United States. These loans should be the first choice for any college student when looking to fund their education.

Students pursuing a career in education will find that federal loans offer lower fixed rates and more attractive repayment options than private lender loans.

At a federal level, these programs are the most common and popular among student-borrowers: • The Federal Teach Grant is an award available to students who have completed the coursework required to begin their educational career. Although not strictly a loan, TEACH grants provide up to $4000 to Education majors who agree to TEACH grant contracts and serve in high-need areas or low-income communities. Graduates who fail to meet their service obligations will return their scholarships to a federal loan that is not directly subsidized.

• Federal Direct Subsidized Loans are available to undergraduate students who can demonstrate financial need. Students who receive a direct grant will be paid interest by the US Department of Education if they are in school. The maximum loan amount is set by the school the student attends and is based on your financial needs and the total cost of tuition.

• The Federal Direct Unsubsidized Loan is available to both undergraduate and graduate students. In contrast to subsidized loans, you don`t have to prove financial need, and borrowers will be responsible for all accruing interest. Loan limits are set by the student's school and are based on the total tuition fee after deducting other financial assistance received by the student.

• Federal Direct PLUS Loans are offered to graduate students seeking a professional degree from an accredited university.

PLUS loan approval is based on the applicant's credit history.

Currently, the fixed interest rate on Federal Direct PLUS loans is 7.54%. The maximum loan amount is set by the student's attendance and cannot exceed the total tuition fee.

Federal Student Loan Forgiveness for Teachers Students who have obtained a Federal Direct Subsidized Loan or a Federal Direct Unsubsidized Loan are eligible for three federal government Teacher Loan Forgiveness Programs: 1. Public Service Loan Forgiveness (PSLF) Program Forgives the remaining balance on your Federal Direct Loans after 120 qualifying payments (estimated over 10 years).

The Demand for Educators

Student Loans and Loan Forgiveness Options for Aspiring Educators

2. Teacher Loan Forgiveness (TLF) Forgives up to $17,500 of your Direct or FFEL Subsidized or Unsubsidized Loans after 5 complete and consecutive years of teaching at a qualifying school.

3. Perkins Loan Cancellation for Teachers Forgives up to 100% of your Federal Perkins Loan Program if you teach full-time at a low-income school, or if you teach certain subjects.

State-Based Student Loans & Grants for Teachers State governments usually do not offer student loans directly.

However, many state education departments work closely with private lenders to set up affordable loan programs for local students.

A list of suggested lenders can be found on state Department of Education websites. For links to your state's higher education authorities, visit the U.S. Department of Education – State Contacts page.

Nearly every state board offers at least one scholarship to residents, and many have an extensive directory of student aid resources.

Qualifications are usually limited to state residents attending state colleges, but not always. Be aware, however, that many programs do have annual application deadlines. Utilize the State Financial Aid Programs page to see the financial support programs available in your state. There may potentially be resources and programs available through state and regional tuition committees, as well as other state-funded aid available through local nonprofit organizations.

State-Based Teacher Loan Forgiveness All states across the country are suffering from a shortage of qualified teachers. Although these states cannot offer direct student loans, they often offer extensive loan exemption programs for students who have agreed to teach at a facility or school district with specific needs or qualifications after graduation. The standards for these programs vary from state to state, but all participants must fully meet their service obligations to be exempt or cancel their loan.

Those interested in learning more about programs or eligibility can contact their state’s Department of Education or visit Student Loan Forgiveness Programs by State.

Private Bank Loans for Student Teachers Even with scholarships, grants, and federal loans, many students struggle to pay for their college education. Personal student loans are often a feasible alternative. Private loans play an important role in helping students meet the unmet needs of university expenses.

Typically, loans from private lenders should be the last resort when looking for college funding, as they usually have higher interest rates and stricter repayment terms than government loans. Loans

7 American Association for Employment in Education

The Demand for Educators

from private lenders are usually more difficult to secure than federal loans, and eligibility is determined solely on credit history and expected income. Students with little or no credit history may need to have a co-signer to secure a loan from a private lender to pay for college education.

Public student loans are often the cheapest type of borrowing, but private student loans can be used to fill the funding gap when funding is scarce. There are several private student loan options, and it is advisable to shop to find the best private student loan for your needs. Given the amount of private loan lenders available to students, it is recommended you do your research to figure out not only if private loans are right for you, but what private lender might be the best fit for your lending needs.

Do Your Homework Whether federal, state, or private, aspiring education professionals should do their homework on loans, grants, and loan forgiveness programs. Not all options and opportunities look the same, and every student’s needs are different than their classmates. Utilizing your financial aid office may be critical to making a more informed decision, as will including anyone involved in assisting with your educational journey. Be informed, ask questions, and do your best to stay in the loop on the ever-changing landscape of financial aid and loan forgiveness.

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NOTES

Dr. Jill Purdy Director of Graduate Education Department/Associate Professor, Cedar Crest College, Pennsylvania

C

onsider this: Every moment is a networking opportunity. Each time pre-service teachers engage with mentors, students, and other school personnel and administration, they are making an impression. Remember that these school professionals will help you secure your future teaching position.

These six concepts are important areas to address: ü

First impressions and beyond

ü

Quality of work – Instructional Skills

ü

Ability to collaborate

ü

Accepting feedback

ü

Flexibility

ü

Integrity and Responsibility

Making Impressions Making a positive first impression is essential. A good place to begin is to reach out to your mentor in a professional email and request a meeting. At this meeting you may discuss schedules, expectations, the curriculum, and classroom management ideas (Manno, 2014).

Be sure to dress professionally and conservatively. Upon arriving in the classroom, be an active member of the team. ENGAGE! Initiative is an important quality in the teaching field.

Quality Think of all you have learned in your program about instruction and content. The key is to know your stuff. Acknowledge your areas of strengths and where you hope to improve. Watch how your mentor teaches and leads the classroom. An important aspect of the learning experience is to be a reflective teacher. Reflective practice is “learning through and from experience towards gaining new insights of self and practice” (Finlay, 2008). Key reasons to reflect are to grow as a professional, keep up to date, understand learners, understand yourself as a learner, and humility (Spalding, 2020). Our institution implements the “What, So What and Now What” method of reflection. More on this can be found here: https://www.futurelearn. com/info/courses/career-smart-sell-yourself/0/steps/25057.

Collaboration The ability to collaborate is an important component of a successful experience. In addition, collaboration serves as a model for the students in the classroom. Agbanyim (2015) suggests five principles of collaboration: Trust, Respect, Willingness, Empowerment and Communication. There are times when building an atmosphere of collaboration and cooperation is easier than other times. With effort and understanding, a collaborative classroom creates a positive experience for all.

Feedback The purpose of observations and evaluations is to help you to become the best teacher you can. Without feedback, you will not grow as an educator. Sometimes the feedback may be hard to hear.

The first step is to listen fully to the feedback. Realize the feedback is about your teaching skills and not about you personally. Handle your emotions.

Flexibility Consider this scenario: You arrive at school with your well-planned lesson, one that has been approved by your mentor teacher. You have all of the materials ready to go--and you stayed up half the night doing it! During the morning announcements, you hear that the assembly has been switched to the exact time of your lesson.

You are obviously disappointed. Flexibility is managing the constant changes in your teaching day. Know it will happen and move on.

Integrity and Responsibility These two attributes go well beyond making a first impression to making a lasting impression. At the end of your experience, ask if your mentor is willing to write a letter of recommendation and to serve as a reference for you. Because your mentors have watched you teach and grow, it can be easy for them to evaluate your teaching ability and explain that to a future employer. It is not easy for the mentor to explain a lack of integrity and responsibility. Think of the following scenario: Several seasoned teachers are venting in the teachers’ lounge about troubles they are having with several students. You are nearby during this discussion and are having the same problems with one of the students. Should you join in?

While it might be nice to vent about your frustrations, the answer is simple and resounding – NO. The place to discuss these concerns is at a team meeting in a professional manner. By the way, you probably remember that there are laws concerning sharing student information!

Preparing for Your Future

Making the Most of Student Teaching and Field Experiences

There are many ways to make the most of your pre-service teaching experience, and these are just a few. Student teaching and field experience can be exciting, stressful, and exhausting. It is important to find someone who supports you through this experience. Ask any teacher--they will tell you that they remember the moments of student teaching very well and that it was a life-changing experience.

You got this.

References: Agbanyim, J. (2015). The five principles of collaboration: applying trust, respect, willingness, empowerment, and effective communication to human relationships.

Arden Coaching. Retrieved from https://ardencoaching.com/ten-tips-accepting-feedback-gracefully/ Finlay, L. (n.d.). Reflecting on ‘Reflective practice’. Retrieved from http://ncsce.net/wp-content/ uploads/2016/10/Finlay-2008-Reflecting-on-reflective-practice-PBPL-paper-52.pdf Manno, M. (2014). Welcome to student teaching. https://teach.com/blog/tips-for-student-teaching/ Spalding, A. (2020). How to encourage reflective teaching in your school. Retrieved from https://blog. irisconnect.com/uk/blog/5-benefits-of-encouraging-teacher-self-reflection

Fast Forward to Your Future Dana Morrison Teacher Recruitment Manager, East Baton Rouge Parish School System, Louisiana

P

eople ask all the time, why would you want to become a teacher? Answers vary; I love kids, I want to make a difference in their future, teaching is my passion, and maybe I will be someone’s favorite teacher.

While these reasons are very valid, look deeper and further. The students need great teachers and you will have the ability to impact their lives, but your life will be impacted by them more than you can ever imagine. They will provide perspective and life experiences that will help you be a better human being. You will see the world from a variety of lenses and each one will be worth the view, not always easy or simple, but well worth the understanding and the time invested to learn through them. You will have the opportunity over and over again to make a difference in the lives of so many young people entrusted to you. May love, kindness, and patience outweigh your impatience, mistakes, and the lessons that flop.

As you think about your future as an educator, may your purpose, passion, and perseverance be as strong at the end of your journey as the beginning. Teaching is an adventure that is well worth every school year in between.

American Association for Employment in Education

9

Preparing for Your Future

Take Control of Your Employment Search with a Timeline Approach Job Search Handbook Editorial Committee

Before student teaching

Take care of important foundational job search steps for which there will be little time once your full-time student teaching semester begins. ü

Visit your university career center’s website to learn what services are available to you, then schedule an appointment to meet with a career center advisor.

ü

Register for services (if required) and attend workshops on resume creation, interview preparation, and job hunting.

ü

Register for all required licensure exams. If you are considering out-of-state school districts, it is crucial that you research and fulfill these states’ licensure requirements as well. Do not assume that the certification exam requirements you have met for your home state will satisfy requirements in other states.

ü

ü

ü

Draft your professional resume. The content of your resume will change with each field placement and internship you complete. The largest section of your resume should center on your full-time student teaching experience.

Research school districts and geographic locations to determine where you want to live and work. Most school districts have comprehensive websites where you can learn about their schools, communities, students, and employees.

Attend job fairs, if available. If you are in a high needs area like math, science, or special education, districts may be interested in interviewing you early. Some may even extend early hire offers.

ü

Upload critical documents to your applications. Most districts will require access to licensure exam score reports, official degree-dated transcripts, and proof of licensure eligibility.

ü

Keep a log of all employment-related communications and applications.

ü

Schedule practice interviews. Ask the principal and/or assistant principal(s) at the school where you are student teaching if they will complete a practice interview. Determine if your career center or college of education offers mock interview sessions. Take advantage of every possible opportunity to develop your interview skills.

ü

Schedule and attend interviews. Always send a follow-up card or email to your interviewers.

ü

Maintain regular communication with employers with whom you have interviewed or applied. Consistent follow-up is critical.

ü

Continue to utilize the services offered by your university career center and maintain regular communication with career center staff.

Once you receive an offer ü

Ask clarifying questions about anything you do not understand.

ü

Assess the level of fit between you and the position. Can you see yourself in this role?

ü

Once you accept an employment offer, withdraw from any other serious contenders, end your employment search, cancel any remaining interviews, and do not submit additional applications or accept additional interview offers.

During student teaching

Immerse yourself in the culture of your school and to begin making the important transition from college student to professional educator. ü

Keep a daily log of your activities and accomplishments.

These achievements can become action items for your resume.

ü

Build professional relationships with as many school staff members as possible, including the principal and assistant principal(s).

ü

ü

10

Compile a list of professional contacts who have knowledge of your work with students (3-5 should be sufficient). Contact these people to inquire about their willingness to serve as references when you are ready to begin your employment search. While these contacts may write reference letters on your behalf, be aware that most school districts also require district-specific reference forms as part of their employment applications.

Continue to build your professional portfolio and resume.

Incorporate the most important achievements and activities from your daily log into bulleted resume items. Begin each bullet with a strong action verb. Vary the verbs.

ü

Research dates of teacher job fairs and register to attend.

ü

Watch for on-campus interview opportunities and follow the procedures to participate.

ü

Invite the principal and/or assistant principal(s) at your school to observe you teach a lesson and to provide feedback on their observations.

ü

Submit employment applications and monitor districts’ online job postings. Each school district will have its own set of application requirements and procedures that you must follow.

American Association for Employment in Education

If you have not yet received an offer ü

Continue to follow the suggestions outlined above. Summer is a very busy time for schools, school districts, and human resources offices. As one position is filled, another opens.

Even after the school year has begun, hiring needs arise as student enrollments shift.

ü

Remain in contact with school districts of interest so that you are ready when unexpected or last minute opportunities become available.

ü

Consider substitute, interim, teacher assistant, or part-time teaching positions. All offer opportunities to develop your instructional and classroom management skills, and all afford you the opportunity to demonstrate your abilities and readiness for when the school has a full-time teaching position to fill.

Work with your career center to assess what worked well and what improvements you can make as you continue your job search.

Mid-year openings are common, and with continued focus and commitment, you can be a top candidate.

Star Jamison Academic Advisor and Career Coach, University of South Carolina Upstate

A

ll teachers complete practicum and student teaching experiences. How can you differentiate yourself from all of the other teacher candidates in the job search process?

The key is to strategize. Work to strategically acquire experiences, both in and outside of the classroom, that set you apart from other candidates. The following strategies can be implemented at any point in your college experience; if this is your senior year, you still have time to distinguish yourself in preparation for your job search. Keep in mind that the educator’s job search does not begin when you are ready to send out resumes and prepare for interviews. Students who think strategically begin their job search preparation the moment they enter the classroom as a student teacher.

Successful teacher candidates think strategically about how they will utilize the student teaching semester to prepare for their future interviews.

How are you setting yourself apart in the classroom?

Your student teaching experience is your opportunity to shine and truly set yourself apart. Successful job candidates make it a point to not only learn about new education reform initiatives, but to creatively incorporate these initiatives into their instruction. By taking these strategic steps, you demonstrate to your internship supervisors, coaches, principals, and prospective employers that you are passionate, knowledgeable, and a critical thinker.

Successful job candidates diversify their teaching experiences.

It is wise to come up with a strategic plan to work with students of varied learning and engagement levels. Giving examples of how you have worked with students in a gifted and talented program and with students with disabilities, demonstrates to prospective employers that you are capable of working with students at various levels of the learning spectrum. Highlight any similarities, differences, joys, and challenges you experienced while instructing and assessing diverse learners. This last point leads to the next strategy which is the act of reflecting.

Strategic job candidates reflect on their experiences. After every lesson, each one-on-one instructional experience with a student, and every meeting with a parent, you will want to take time to think about the experience. Reflect on what went well, what challenges you encountered, and what you might do differently next time. Consider recording your experiences and reflections in a journal so that you can refer back to them.

Having this valuable information at your fingertips will assist you tremendously when preparing for upcoming interviews.

Each of these experiences affords you the opportunity to: ü Learn more about the current state of education; ü Acquire additional knowledge related to planning and executing creative educational events; ü Gain hands-on experience with writing engaging lesson plans; ü Develop classroom management skills; ü Learn how to implement various instructional strategies; and ü Network with industry professionals and community leaders

Preparing for Your Future

Strategizing: The Key to a Successful Job Search

How do you stand out at job fairs?

Successful job candidates have a job fair strategy. This strategy begins with researching school districts that are of interest to you. You will definitely want to know what these districts and schools specialize in. Are they focused on S.T.E.M or S.T.E.A.M initiatives? Are the Arts a primary focus?

What is the demographic composition of their schools and community? Many future educators skip conducting research on the communities of the districts where they want to work, but it is important that you are aware of the community’s strengths, challenges, and opportunities. When your students enter your classroom each day, they bring traces of their community with them. Employers will be impressed by your knowledge of their schools and the community they serve.

While you may target districts that are your primary employers of interest, don’t exclude districts and alternative school options that are less familiar to you. School districts offer various incentives and initiatives that may be attractive to you. Visit their tables, introduce yourself, and see what they have to offer.

The job search is not a last minute endeavor limited to submitting resumes and scheduling interviews. The job search for educators begins many months before your first job fair. Prospective educators who are successful in their job searches understand that job search preparation is intentional, thoughtful, and strategic.

How are you distinguishing yourself outside of the classroom?

Successful job candidates possess a professional development strategy. If you haven’t already done so already, now is the time to begin thinking of yourself as a professional educator.

Successful future educators begin to engage themselves in the field and in the challenges of education before they graduate. Immerse yourself in the education profession by attending, volunteering with, or hosting community events centered on the field of education. Examples include summer academic camps, reading events, town hall meetings, book festivals, science fairs, education summits, symposiums, and lectures. You will also want to attend on-campus employer information sessions and professional development events designed for education majors.

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Preparing for Your Future

How to Get Hired: Tips for Student Teachers Greg Dietz Assistant Superintendent for Human Resources (Interim), Argo Community High School District 217, Illinois

T

he key to landing your dream job is making yourself known to school districts. While many schools are searching far and wide to hire dedicated professionals, they cannot find you unless you take steps to make yourself known. The purpose of this article is to offer some practical advice to help you get noticed and get paid to do what you love- teaching students!

Resume Your resume is usually the first source of information recruiters have about you. As a result, you need to craft a quality resume that is limited to no more than two pages. Include your student teaching assignment(s), practicum experiences, and any volunteer or paid work that illustrates your skills in working with children. Using action verbs will clearly communicate to recruiters and hiring managers what you did and how you did it.

Cover Letter Many school districts’ applications require a cover letter. Consider creating a general template for your cover letter and customizing one paragraph for each school district by including something you learned about the district from their website. For example, “As a lifelong learner, I was excited to read about the instructional coaching program your district has spearheaded.”

References and Letters of Recommendation Nearly all school districts will require you to upload two to three letters of recommendation and to list several references. Your references and letters of recommendation should come from professionals in the field who have worked with you and who have direct knowledge of your skills as a teacher. Cooperating teachers, field advisors, and professors are appropriate references for new education graduates.

Searching for Openings The majority of school districts post job openings on their websites.

You will want to monitor the websites of your favorite districts to search for current vacancies and apply for those that are of interest to you. You can also follow or connect with your favorite school districts on social media, since many districts advertise their job openings and job fairs on platforms like Twitter, Facebook, and Linkedin.

In addition to district websites, there are other great online sources where you can search for teaching jobs. Consider visiting such sites as https://www.k12jobspot.com, https://www.schoolspring.com, https:// www.topschooljobs.org/, and https://www.teachers-teachers.com to review teaching opportunities as well.

Online Applications Pre-service teachers are often so focused on their student teaching experiences that they can miss the deadline to apply for their dream job. A good rule of thumb for busy student teachers is to finalize the cover letter, resume, transcripts, and letters of recommendation prior to Spring Break. This break is an excellent time to search online job boards and district websites for job postings and to complete and submit online employment applications.

When applying for jobs, answer all questions honestly and be sure to actually submit the application once it is completed. Regularly login to your online applications and “edit” them so that your application gets moved to the top of the list, since many application management systems display the most recent submissions first. Another suggestion is to submit your application as soon as possible even if you are waiting to receive letters of recommendation or transcripts. You can edit your application to upload these credentials when available.

12

Job Fair Attendance If your university hosts a teacher job fair make it a priority to attend.

Bring multiple copies of your cover letter and resume and be prepared to answer questions about why you want to be a teacher, how you American Association for Employment in Education

differentiate instruction, the classroom management strategies you find most effective, and how you use technology as a tool for increasing student learning.

Many universities offer mock interview sessions. Attend one of these sessions and have your interviewer track the number of times you say, “um”, “you know”, or “like” during your responses. You might be surprised by how often you use these distracting and empty fillers.

Virtual Job and Networking Fairs Advancements in technology provide pre-service teachers with convenient and free ways to connect with school district recruiters from across the nation. Pre-scheduled chat room conversations with recruiters and video interviews allow student teachers to gain exposure to top-rated school districts without leaving campus!

School districts often utilize online platforms to host virtual job fairs using the chat room concept. Typically, school districts must pay to participate in virtual job fairs, indicating that they are serious about filling their vacancies through connections made during these virtual fairs.

Organizations like the Suburban Chicago Schools Virtual Networking Fair for Teachers (www.nwpaschools.org) and the Maine Township Schools Teacher Recruitment Consortium (www.teach4us.org) host websites that allow job seekers to create free video resumes that will be reviewed by administrators from multiple schools and districts.

Since pre-service teachers’ resumes are lacking in practical teaching experience, it is vital that pre-service teachers impress recruiters with their engaging personalities, warm demeanors, enthusiasm, and energy. These “soft skills” are difficult to convey on a resume, but are readily apparent through videos.

Interviewing for a Position Recruiters will reach out to learn more about you in various ways.

Many school districts use telephone screeners that require you to respond to a series of questions over the phone. Give honest responses and always prioritize student needs. Also, be sure that your outgoing voicemail message is professional. An immature or inappropriate voicemail message could cost you an interview opportunity.

Another way that school districts efficiently screen multiple applicants is through the use of video interviews. Often called “one-way” or “asynchronous” interviews, these pre-recorded video interviews allow candidates to record their answers to questions that are posed to them via a video recording. Often, a recruiter “asks” four to six interview questions, and the candidate has approximately three minutes to respond to each question. While they take some getting used to, oneway video interviews are convenient for both the employer and the job seeker.

If you are fortunate enough to be selected for an interview, regardless of the format, be sure to research the school district. Weave information about specific programs, awards, or ongoing district initiatives into your interview responses. District websites are excellent sources of information about the district’s mission, key initiatives, and specialized programs. Arrive at the interview site early and greet the receptionist kindly. Demonstrate your love of students and your commitment to helping all students learn and grow. Avoid asking questions about salary, benefits, and other perks of the job, as these topics can make you appear self-centered, not student-centered.

No matter where you are hired, as a teacher, you will be responsible for shaping the lives of many students, and your impact will last a lifetime. Make that impact a positive one for students!

Jack Kronser Human Resources Director, Douglas County School District, Colorado

M

any aspects of our lives have been profoundly impacted by the pandemic. For those of us in education, change was forced upon us without warning. Paramount in that change process is the critical role of technology.

Technology has been moving into education for decades.

Those who embraced it enthusiastically and early adapted to the new demands of eLearning and hybrid learning easily.

Those who have been paying lip service to technology got exposed and were underprepared.

Many of us understand the value of social media but often from an entertainment perspective, a value-added. All of a sudden, being an effective educator meant being able to navigate the requirements of technology.

ü

After any job fair, a follow-up email from you will confirm your continued interest in the school district. It will also provide the recruiter with the best email address to reach you. I recommend using your personal address as opposed to a school address that will eventually go away.

ü

Remember to be Memorable!

5. The Job Interview - A great deal has been written about the job interview. If it is to be virtual, there a few reminders: ü

So, what have we learned in this last year and how do we leverage this new learning when it comes to the job search process?

Confirm what platform will be used for the interview.

Prepare to work within that platform, Practice with friends, learning how to use the presentation functions if needed.

ü

1. Take stock of your practicum and student teaching experience. Many of you experienced different degrees and combinations of interaction from totally virtual, to hybrid, to in-person learning. Use that experience and be able to articulate your unique preparedness to lead a changing classroom setting.

Make sure that lighting, background, ambient noise and any other factors will not detract from your interview.

Turn off your phone, be aware of the time and have a pad and pencil handy. Use earbuds to eliminate possible feedback.

ü

Be punctual.

ü

Remember to be Memorable!

2. Your last semesters of academic preparation at your college or university may also have been virtual or hybrid.

Use that experience as a student to better prepare lessons that will be more student-friendly than those you may have experienced. Prepare to be able to speak about that experience in an interview.

Preparing for Your Future

Job Search Process 2.0

In this time of great change, we need teachers who are adaptable. The Job Search Process 1.0 has existed for decades. Those who can adapt to the Job Search Process 2.0 will find the most success. I am virtually sure of that!

3. We’ve all had to adapt to virtual meetings like Zoom or Google Meets. We’ve been participants but how many are prepared to lead those meetings? An understanding of running those meetings and sharing presentations will be critical.

4. Job fairs have changed. The permanence of those changes remains to be seen. For the present, many job fairs will be virtual. They’ve always been about impressing, from the standpoint of school districts and from candidates.

That reality has not changed, the following is offered to help you prepare: ü

Understand the platform used by the job fair. Know how to navigate within that platform. Many will allow you to sign-up in advance and upload your resume. That will allow recruiters to know a little about you, saving valuable interview time for more in-depth conversations.

ü

Have a “Plan B” in the event that a glitch occurs and somehow you are not able to connect through the platform on the day of the job fair. Your resume provides a phone number that can be a fall-back to a virtual interview. If I have contact information for a candidate, I will generally send my phone number and email address in the case of “Plan B”.

ü

Job fair interview slots are inflexible, so promptness and sticking to time parameters are critical. Having a clock handy will keep you on time.

13 American Association for Employment in Education

Preparing for Your Future

Apply for the Janice S. Jones Teachers Scholarships!

S

cholarship Information Are you preparing to teach in a high-demand field?

The American Association for Employment in Education (AAEE), an organization which promotes professional standards and practices in teacher preparation and job recruitment, recognizes a national shortage of candidates preparing for careers in hardto-fill teaching fields as well as teachers of color. This scholarship program is designed to address these needs, providing two $1,000 awards annually.

The Janice S. Jones Scholarship Fund was established to honor the memory of Janice Jones, the 2002-2003 President of AAEE. In 2005, she received the Priscilla A. Scotlan Award for Distinguished Service; subsequently, she served as a consultant to the AAEE Board of Directors from 2005 until her death in 2007. Janice was a lifelong resident of Evanston, Illinois. Dedicated to the Evanston community, she began teaching Special Education. She taught for 14 years, with a two-year hiatus in Bermuda as an educator for the U.S. Department of Defense. Her final position, which she held for 18 years, was Director of Human Resources with Evanston Township High School District 202. She retired in 2004. An ardent proponent of quality education for all, she was well known for her lifelong advocacy of services for students with special needs. She was also recognized as an outstanding mentor for minority students studying to become teachers.

Janice was a consummate professional who exemplified the values of AAEE. The scholarship fund that bears her name exists to carry on her tradition of excellence in education and leadership. Its goal is to support emerging educators who have demonstrated promise and commitment.

Congratulations to our 2022 Janice Jones Scholarship Awardees, Kalita Bayes and Kayla Neal!

My name is Kalita Bayes and I reside in Columbus, Ohio. I have a 10 year old daughter who is my world. I am currently attending Ashland University and will graduate in the fall of 2023 with a dual Bachelors in primary grades and intervention specialist. Early childhood education has always been my passion with a special focus on reading and social emotional skills. My goal is to remain in the Columbus City School’s district to spark passion for our young learners by creating an engaging, fun, welcoming, and inclusive environment.

Kayla Neal is from South Bend, IN. She is currently a Junior majoring in Elementary Education with a minor in Psychology at Purdue University in West Lafayette, IN. Kayla is actively involved on Purdue’s campus, including working on the Honors Leadership Council in the Honors College at Purdue representing as well as fostering community within the College of Education. She also works as an undergraduate researcher with a team of researchers focused on promoting educational equity through communitybased organizations. She will be graduating from Purdue University with a B.A. in Elementary Education in Spring of 2023, after which she plans to stay in Indiana to inspire the same love for learning in her future classrooms that led her to wanting to become a teacher.

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Critical Need Teacher Scholarship Eligibility Candidates for this award will be enrolled in a teacher preparation program through an accredited institution of higher education and will continue in the Spring 2023 semester as full-time students. Only students from a college or university holding institutional membership in AAEE are eligible to participate. This award is a one-time, nonrenewable $1,000 grant designed to assist in the career development of these promising teacher candidates in the identified critical need areas.

Selection Criteria Candidates applying for the Critical Need Teacher Scholarship must be a current student and formally accepted into a program for one of the following "critical need areas" as identified by the AAEE Executive Board based on the organization's Educator Supply and Demand research.

Students will submit the application online and may be asked to provide additional information such as an essay and/or official transcripts. Candidates will be selected through a consideration of their academic success, service to college and/or community, and potential to achieve excellence as a teacher.

Application Procedure Applications will be available through the AAEE website.

Candidates are welcome to apply for one or both scholarships within a single application. Applications are due by January 17, 2023 and will be reviewed by the AAEE Scholarship Committee. The Scholarship Committee will then make recommendations (including alternates) to the AAEE Executive Board. Recipients will be informed and awarded monies during the Spring 2023 semester.

Areas of Certification/Licensure Approved for the Janice S. Jones Critical Need Teacher Scholarship ü Bilingual/Multicultural Education ü Chemistry ü ESL/ELL (English Language Learner) ü Language: American Sign Language ü Language: Arabic ü Language: Chinese ü Language: Classical (Greek, Latin) ü Mathematics ü Physics ü Special Education (all categories)

Teacher of Color Scholarship Eligibility Candidates for this award will be enrolled in a teacher preparation program through an accredited institution of higher education and will continue in the Spring 2023 semester as full-time students. Only students from a college or university holding institutional membership in AAEE are eligible to participate. This award is a one-time, nonrenewable $1,000 grant designed to assist in the career development of these promising teacher candidates of color.

Selection Criteria Candidates applying for the Teacher of Color Scholarship must be a current student in a teaching program and meet one of the following definitions for a "teacher of color."

Preparing for Your Future

Janice S. Jones Teacher Scholarship Eligibility

Students will submit the application online and may be asked to provide additional information such as an essay and/or official transcripts. Candidates will be selected through a consideration of their academic success, service to college and/or community, and potential to achieve excellence as a teacher.

Application Procedure Applications will be available through the AAEE website.

Candidates are welcome to apply for one or both scholarships within a single application. Applications are due by January 17, 2023 and will be reviewed by the AAEE Scholarship Committee. The Scholarship Committee will then make recommendations (including alternates) to the AAEE Executive Board. Recipients will be informed and awarded monies during the Spring 2023 semester.

Teacher of Color Definitions ü African American/Black - a person having origins in any of the black racial groups in Africa; ü Hispanic American - a person of Spanish or Portuguese culture with origins in Mexico, South or Central America, or the Caribbean Islands, regardless of race; ü Asian American - a person with origins in any of the original peoples of the Far East, Southeast Asia, the Indian subcontinent, including Pakistan, and the Pacific Islands (including, among others, Hawaii, Melanesia, Micronesia and Polynesia); ü Native American - a person who is a member of a federally or state recognized Indian tribe, or whose parents or grandparents have such membership, including the native people of Alaska.

Learn More at: aaee.org/janice-s-jones-scholarship-program 15 American Association for Employment in Education

Preparing for Your Future

25 Technologies for Your Teaching Toolbox Beverley Hoerig Senior Instructional Designer, University of Houston-Victoria, Texas

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echnology is ubiquitous in our daily lives—at home, at work, at school. There are literally thousands of technology tools that you could choose from. For teachers, a big challenge is how do you filter through and pick the ones that will be most useful to you and your students. How do you know which ones meet your teaching goals and students’ learning objectives? The best answer I can find is to explore and figure out what other teachers are using and start with those.

Share your stories—successes and challenges—with other teachers, and together build shared resources.

Below you will find a list of 25 tools that you might find helpful in your teaching. They have bubbled up near the top of my recommended list because they are 1) widely used and established, 2) relevant to teaching, and 3) easy to learn and use.

It is important to always remember that technology is just a tool. The pedagogy comes first; the tools support the pedagogy.

Note that all the tools below have a free version. Most also have paid premium features.

In the information below, I provide a brief description of the technology, the link to its website, and a short list of ideas to use the tool in your classroom.

CREATIVITY and VISUALIZATION

Canva

Graphic design tool. Create amazing presentations, posters, newsletters, flyers, brochures, social media graphics, logos and more. Library of images, icons, shapes, and fonts. Use their design templates or design from scratch. Easy to use.

• Design a visually engaging syllabus or lesson plan

https://www.canva.com/

• Create presentations

• Create lecture slides • Create worksheets • Design classroom posters • Create a learning portfolio • Design infographics • Create a newsletter

Prezi

An alternative to the traditional slide presentation that is presented in a linear format. Prezi is a web-based tool with a dynamic canvas where you can pan and zoom to areas of the presentation, creating a more visual experience. You can also add your video directly onto the presentation canvas. Includes templates to get you started. Import PowerPoint slides.

• Use Prezi as an alternative to PowerPoint, Keynote, or Google slides • Create graphic organizers to help students visualize concepts

https://prezi.com/

Sway

Create and share interactive stories, reports, • Create visually engaging digital stories presentations, etc. The emphasis is on storytelling, rather (presentations) than presenting data. Easy to use. Has templates and tools • Student presentations to help you build an outline based on your selected topic.

• Book reports Share via link or embed on a website. https://sway.office.com/

• Reflections • Digital history presentation

Haiku Deck

Another alternative presentation tool. Professionallooking designs and layouts. Beautiful imagery. Relies on less text and more visual. Encourages you to tell a story.

Easy and fun to use. https://haikudeck.com/

Popplet

• Create visually engaging digital stories (presentations) • School/classroom/community tours • Digital portfolio (project photos) • Book report

Mind mapping and graphic organizer application to help you think visually. Simple interface is intuitive and easy to use. Add text, images, video, drawings, and links to the canvas and connect the objects. Collaborate with others.

• Brainstorm a research project

https://www.popplet.com/

• Take notes

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• Design a site map • Organize a group project

Buncee

Teachers and students can create interactive content and multimedia projects. Easy-to-use, interactive, drag-anddrop interface. Drawing tools. Recording tools. Media library with stickers, emojis, video and music. Peer-to-peer feedback. Ability to create shared boards.

• Team project boards

https://app.edu.buncee.com/

• Book reviews

• Demonstrate knowledge and understanding • Record a speech • Group notes

Preparing for Your Future

CREATIVITY and VISUALIZATION

• Digital portfolios • Reflections Create an interactive, visual learning experience by embedding information and links to images, videos, and virtual tours. Create markers (tags) on your images and add text, audio, video, links, and embedded content from websites, so that when a user clicks the marker the information is displayed. Augmented images can then be shared via link, embedding, or publishing to social media.

ThingLink

https://www.thinglink.com/

Mindmeister

Screencastify

• Create a virtual walk-through (campus, museum, park, historic building, etc.)

• Create an interactive timeline • Create an interactive infographic or map • Annotate charts and graphs • Create a story with tagged images

Online mind mapping application that helps you visually convey the relationship between ideas, concepts, and information. Presentation mode turns the mind map into a slideshow. Attach documents, media, and links.

Collaborate with others and track version and user history.

• Create a course map

https://www.mindmeister.com/

• Organize an essay

Record, edit and share videos of your computer screen (screencast) and/or webcam. Installs as a Chrome browser extension. Record online and offline. Drawing pen, highlighting and mouse spotlight. Save to Google Drive, upload to YouTube, export as MP4.

• Software demonstrations

https://www.screencastify.com/

• Tutorials

• Organize a project plan • Brainstorm • Take notes

• Lessons for flipped classroom • Guided website tours • Slide presentations • Lesson summaries • Q and A | FAQ

COLLABORATION and ENGAGEMENT

Padlet

Virtual note board where you can post text, images, videos, music, links, and files. Embed content from the web. Organize content in different layouts, including freeform, grid, shelf, timeline, and more. Customizable themes. Share and collaborate with others. Manage access permissions. Export and embed options. https://padlet.com/

•

Brainstorm

• Resource gathering • Portfolios • Backchannel communication • Icebreakers and exit tickets • Current events tracker • Historical timelines • Feedback

Jamboard

Collaborative digital whiteboard app (designed to work with their digital board but can be used as a web app only). Add drawings, text, sticky notes, images, shapes.

Set images as backgrounds for annotation. Share with collaborators. View version history. Write and erase or export as PDF/PNG. https://jamboard.google.com/

• Digital posters • Brainstorm writing elements • Teaching whiteboard • Notetaking • Group projects • Math study sessions

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Preparing for Your Future

COLLABORATION and ENGAGEMENT

Webjets

Another virtual bulletin board where you can post content, but this tool uses a “card” system that enables you to expand and collapse cards and collect cards into folders, making it easy to gather a large number of resources in one place without getting lost. Organize cards in freeform or group them in lists and grids. Each piece of data or content from the web creates an interactive card. Connect content in the form of a mind map or table.

Share and collaborate on collections and publish as a link or share to social media. https://www.webjets.io/

• Lesson planning • Resource gathering • Project planning • To-do lists • Research sources and notes • Digital libraries • Mind maps • Group projects • Student resource collection • Historical collections

Kahoot

Game-based quiz platform. Create, share, and play learning quizzes. Quizzes (kahoots) can include text, images, diagrams, and video. Students answer questions and compete for points. Create your own quiz or start with one from the library. Students do not need an account to play. Provides basic user analytics. Includes challenge feature for self-paced learning. https://kahoot.com/

•

Assess/review knowledge

• Watch video and discuss • Homework assignments • Identify art/architecture • Vocabulary drill • Opinion gathering • Feedback surveys • Voting

Quizalize

Another excellent game-based quiz platform. Create, share, and play learning quizzes. Questions can include text, images, and audio. Set different durations to answer questions. Play quizzes in class, assign as homework, or assign as exam. Set number of attempts, question sets, and randomize questions. Assign follow-up resources if students fall below a desired score. Includes user analytics. Pre-made quizzes and resources tagged to TEKS

• Formative assessment • Pre-assessment • Homework assignments • Feedback • Math homework • Vocabulary

https://www.quizalize.com/

Nearpod

Create interactive lessons starting with your PowerPoint or Google slides. Project the lesson to student devices so they can follow along, click on items, draw, and write notes. Teachers can monitor individual student or class responses and activity and provide personalized assistance, when needed. Add media, such as video, simulations, websites, and virtual reality tools. In Live mode, teachers control the pace of the lesson and students participate on their own devices. There is also a self-paced mode, e.g., for homework activities. It can be used without student devices by simply projecting in the classroom.

• Classroom lessons • Formative assessment • Self-assessment • Drawing assignments • Homework assignments • Skill and drill • Student presentations

https://nearpod.com/

EDPuzzle

Build interactive lessons around pre-existing videos, such as from YouTube, TED Talks, Khan Academy, Vimeo, or your own. Students engage with the video, rather than simply watching passively. Embed multiple choice or open-ended questions, voice-overs, resources, or comments throughout a video. Trim original video to only show relevant parts. Students must answer questions before advancing. Keep track of viewing data and quiz scores. Easy to use. https://edpuzzle.com/

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• Flipped classroom lessons • Formative assessment • Film review/understanding • Introduce topics • Review lessons • English language learning • Virtual field trips

Blendspace

Create interactive lessons, projects, and presentations.

Assign lessons to students and monitor understanding with quizzes and discussions. Lessons may contain links, YouTube videos, PDFs, documents, slides, images and more. You can also link to files in Google Drive and Dropbox. Easy-to-use, drag-and-drop interface. Lessons can be shared via link, QR code, social media, Google Classroom, or embedded on a web page.

• Sequential lesson plans

https://www.blendspace.com/

• Presentations

• Flipped classroom lessons • Shared resources • Student portfolios • Group projects

Preparing for Your Future

COLLABORATION and ENGAGEMENT

• Web Quests • Notebooks • Scrapbook

CONNECTEDNESS and COMMUNICATION

Flipgrid

Video discussion platform. Helps build a sense of community among learners. Adds the ability to visually interact, but without the pressure of talking in real-time.

Allows students to be creative and personalize their message using text, stickers, emojis, filters, drawings, and more. Teachers create discussion topics, add a prompt, and share the link with students. Discussion prompts may include images, videos, links, and attachments. Recordings can be as short as 15 seconds or up to 10 minutes.

Students do not need a Flipgrid account to participate.

Integrated with Google and Microsoft authentication.

Many more features.

• Class introductions

https://info.flipgrid.com/

• Reflection/video journals

• Practice language skills • Book/movie reviews • Outside speaker discussions • Current events • Debates • Presentations • Virtual field trips • Interviews • Peer-to-peer feedback

VoiceThread

Multimedia discussion platform built around a slideshow that can contain images, documents, PDFs, and videos.

Students navigate slides and leave comments—with mic or phone, text, audio file, or webcam video. Set private, public, or specific people sharing permissions.

• Ice breakers/introductions

https://voicethread.com/

• Math problem solutions

• Mini lectures with discussion • Art showcase with feedback • Presentations • Reading comprehension • Book/movie reviews • Group projects • Debates

Parlay

Discussion-based learning tool. Helps to build community through more meaningful discussions. Includes the Parlay Universe which is a library of pre-made discussion prompts; the Online Roundtable which is a written discussion activity with guided feedback questions to encourage critical thinking; and the Live Roundtable which is a verbal discussion activity where students take notes before starting and then participate with new ideas, buildups, challenges, or questions. Class or group engagement analytics. https://parlayideas.com/

• Icebreakers • Literature discussion • Poetry review • Historical event analysis • Debate • Current events • World issues • Political issues • Topics of the future • Digital citizenship

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Preparing for Your Future

CONNECTEDNESS and COMMUNICATION

Remind

Communication platform for teachers to send personalized text messages to students and/or parents.

Messages are sent in real-time to individuals, groups, or entire class. Schedule announcements. Attach photos and other files. Two-way text communications, without giving out your personal phone number. Standard text messages—does not require a smartphone. Keeps a permanent record of conversations.

• Answer student questions

https://www.remind.com/

• Send resource links

• Send class reminders • Send permission slips • Send photos of notes • Send trivia questions • Send encouraging messages • Send homework assignments

CURATION and SHARING Wakelet

Content curation platform where you can save links, videos, images, social media posts, text, and PDFs as items organized into a collection. Collections can be private or public. Add student and teacher commentary to the items—notes, instructions, feedback, etc. Create unlimited collections. Choose from three layouts.

Collaborate on shared collections. Share Wakes via link or embedding on a web page. https://wakelet.com/

Feedly

Feed reader that aggregates your news subscriptions into one place. Instead of visiting all your favorite blogs, news sites, RSS feeds, publications, and other sources separately, Feedly will compile them in one place. Tracks read/unread status of posts. Organize your feeds into categories. Share sites with others.

• Present current events • Create a digital journal • Create a virtual field trip • Organize professional development resources to present to colleagues • Curate a monthly newsletter • Organize sources for your research project • Organize research sources • Organize professional development resources to share with colleagues • Create a current events or news feed for your students

https://feedly.com/

Diigo

Social bookmarking tool for collecting and organizing links to web pages. Save links and add keyword tags to easily retrieve later. No lost web links stored in a different browser or computer, and no more emailing yourself important links. Add a browser extension or bookmarklet to quickly add sites to your account while browsing the web. Annotate and highlight pages. Mark pages to “read later”. Set up a group to share resources and explore other public groups’ collections.

• Collect sources and add notes for research project • Create web collections for students to review, e.g., part of a WebQuest • Group research projects • Website critiques

https://www.diigo.com/

BONUS Google Earth

Complete 3D satellite data on the view of the Earth. It offers tools for creating new data or layers of data, such as volcanoes and terrain, that can also be displayed. It provides the ability to pan, zoom, rotate, and tilt as you are viewing the Earth. Students can explore anywhere on Earth, measure distances, create their own projects and add points, text, and multimedia content. These projects can then be shared with others. https://www.google.com/earth/

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• Virtual tours • Storytelling • Exploration • Mapping, charting, plotting

Jack Kronser Human Resources Director, Douglas County School District, Colorado

Y

ou are about to finish your academic preparation to become a teacher. This is your student teaching semester, and you are preparing to search for that first teaching job. How exciting! You’ve put so much time, energy, and money into your future career. You are now in the final stretch. Here are 10 tips that will help you in your job search.

Preparing for Your Future

Top Ten Tips and Best Practices for New Teacher Applicants

1. Ensure a successful student teaching experience: Your student teaching is the only teaching experience that many of you bring to your first job interview. A successful student teaching experience will enable you to answer those questions that start out with, “Tell me about a time when you…”

2. Develop a digital portfolio: Even if you don’t need to develop a paper portfolio, a digital portfolio that includes a sample video lesson would be a great resource. Have it on a flash drive to leave with the interview committee.

3. Develop your elevator speech: Prepare a short, concise, 30-second sales pitch of your qualifications as a teacher. Some interview formats, like Meet and Greets, are not very long, so you will need to make an impression quickly.

4. Show your personality: Show your enthusiasm. Be sure to smile often, be genuine, and show that you are approachable.

5. Fill out applications during your student teaching semester: Most districts will have open, general applications that can be filled out prior to postings of vacancies. When those postings go live, it will be easy for you to just click on the job that interests you. Make sure to have digital copies of all documents that you can upload easily to attach to applications.

6. Choose your references wisely: You will need your mentor teacher’s letter and two additional letters from people who know you professionally. Make sure to get their summer phone numbers since teacher hiring will go into the summer.

7. Practice answering questions out-loud: It helps to practice answering questions out loud, so you get used to what a real interview will be like. Take advantage of practice interview platforms or other interview practice assistance.

8. Attend job fairs: Education job fairs are the most efficient ways to talk to the largest number of recruiters. Be sure to collect recruiter business cards, so you can send a follow-up email.

9. Use resources: AAEE’s Job Search Handbook for Educators has great articles that you can use to prepare for everything from resumes to how to prepare for that critical interview. Take advantage of your college Career Center resources as well.

10. Be memorable: The interview committee will be meeting with a number of candidates. Make sure to leave them with a memory of you that is unforgettable.

Treat each interview as a learning opportunity and make each successive interview better. Good luck and remember to have fun in this process.

American Association for Employment in Education

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Preparing for Your Future

Become a More Marketable Teacher Amy Honstein Director of Human Resources, Greeley-Evans Weld County School District 6, Colorado

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o improve your marketability as a K-12 teacher candidate, consider the following steps:

Obtain multiple endorsements:

ü Math, science, special education, foreign language and CLD(ESL) are all high needs areas ü They allow for more teaching opportunities ü They create flexibility for your assignment once hired, helping with retention

Be open during an interview:

ü Ask what you could do to be involved outside of your classroom ü Emphasize your willingness to bring skills such as coaching sports or advising clubs to increase your value

Research employers with whom you apply and interview:

ü Know the districts and/or schools where you are applying ü Explain why you want to work there

ü Create your opportunity to showcase why they want/need you

Ask questions:

ü Reach out to the district and/or school for more information ü Be prepared to ask meaningful questions at the end of your interview (not about salary or benefits); if you can’t think of any questions, showcase your talent by talking about something they may not have asked about in the interview or something you wanted to spend a little more time on ü If you do not get the position, ask for their feedback on your interview to learn where there are opportunities for improvement.

Applying out of state:

ü Be in the process of getting that out-of-state license ü Do research on if, or how, your license will transfer ü Network through professional associations or alumni connections

Keep growing as an educator:

ü Inquire about additional education ü Pursue opportunities for professional development

The Secret to Winning a Top Job Offer Dr. Amy Holcombe Dean, Stout School of Education, High Point University, North Carolina

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t is a sellers’ market and buyers, the school districts, know that much like real estate agents, they must creatively advertise their vacancies to teacher candidates. In addition to the traditional job fairs, littered with branded travel mugs, battery chargers, Frisbees and t-shirts, school recruiters are offering a variety of incentives to attract top talent. It’s not uncommon to find signing bonuses, housing allowances, promises of tuition reimbursement and classroom technology packages included in an offer of employment.

As a savvy candidate, you should not be lured in by these quick fix gimmicks. You have just completed your teacher licensure program and are in high demand. You have the upper hand in negotiating your first job offer. The secret to winning a top job offer and launching your career is to leverage the reverse interview.

Reverse interviews are, as the name implies, the opposite of a job interview. While all employers include a job interview as a part of their hiring process, few offer the opportunity for candidates to request a reverse, or reciprocal, interview of the employer. But, they should! Any offer of employment should be like a marriage—a relationship that is fulfilling, rewarding, and mutually beneficial.

Employers who are truly interested in retaining you as a long-term team member will be as interested in their match to your needs as they are of your match to their needs.

In all of my years offering reverse interviews, I have never had a candidate refuse the opportunity to participate in a reverse interview. Consistently, candidates reported that the reverse interview was their first and that it was a wonderful experience-one that indicated that the organizational culture was peopleoriented. The message it sent is that if you say “yes” to our offer, we will care about you and take care of you.

So, how do you secure a reverse interview? Simple. Ask for one. Remember that you are in control because of high teacher demand, and if an organization is serious about hiring you, they will grant your request. In planning for your reverse interview, there are a few best practices to keep in mind. First, do not ask questions whose answers you can find on the organization’s website. This approach could potentially make you look like you did not do your research. Next, ask questions that allow you to conduct the proverbial apples-to-apples comparison of job offers.

For example, one new teacher that I supported found out after accepting a job that her role was split between two schools. In neither school did she have her own classroom—instead, she was made to travel from room to room using a push cart for her supplies. To top it off, her planning time was combined with the travel time she used to drive between schools. Had she asked a few questions, she could have accepted an offer with many fewer frustrations!

Generally speaking, asking questions in four broad categories should yield you the information you need to make a good decision: School Culture and Climate, Professional Growth and Development, Resources and Fiscal Support, and Job Duties.

While you will likely not have the time to ask all of the following questions, you should carefully consider asking those that are most important to you.

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School Culture and Climate 1.

What is the longevity of the administrative staff in the school?

2.

What is the annual teacher turnover rate?

3.

Are faculty organized into teams? If so, how well do the teams collaborate and support each other?

4.

What are the demographics of the district/school? (Most candidates seek a diverse work setting and may not be happy in a school with a homogenous student population.)

5.

What is the level of family engagement in this district/ school?

6.

What is the district/school’s rating with the state (if your state uses a grading system)? Is the district/school ‘in improvement?’

Professional Growth and Development 7.

What percentage of teachers have achieved National Board Certification?

8.

Are funds provided to support professional development and conference participation?

9. Does the school/district offer tuition reimbursement?

10. Does your school/district offer a new employee orientation? If so, when is it offered, what is the duration and what is covered?

11. Does your school/district offer an induction program for beginning teachers? If so, what is the duration and what is covered?

20. Does this role come with a teacher assistant? If so, what percentage of his/her time and effort are available to me?

21. What outside duties will I be required to perform (club sponsor, coaching a sport, committee service, etc.)?

22. Are lesson plans and common assessments developed collaboratively by grade/subject level teams or will I be wholly responsible for the development of my own lesson plans and assessments?

Preparing for Your Future

25 Questions to Ask Before You Say Yes

23. How much daily planning time will I be allocated?

24. How many students can I anticipate having in each class/ overall?

The 25th Question: 25. Finally, the most important question you can ask, “Is there anything I have not yet asked about that you feel is important for me to know as I make my decision about which job offer to accept?” That is the question that typically yields crucial information needed to make your decision.

After your reverse interview is concluded, be sure to followup with a quick email or hand-written thank-you note (even better) to let your interviewer know how much you appreciate the opportunity to explore the fit of their job offer to your professional goals. The very act of asking for a reverse interview with not only make you a stand out in the pool of candidates being considered by the hiring organization, it will make you a better informed candidate who is able to secure a top job offer!

12. As a beginning teacher, will I be provided a mentor? If so, for how many years and at what level of support?

Resources and Fiscal Support 13. Are funds provided at the individual or department/grade level to purchase instructional supplies? If so, at what level?

14. What software and hardware tools will I have access to in support of teaching and learning? Does the school/district provide faculty a laptop to be used at work and home?

15. Will I have my own classroom or will I be sharing a teaching and learning space with another faculty member?

16. Can you describe for me my full compensation and benefits package? (While salary data is often available, benefits can run up to 30% of a faculty’s salary and those investments are often not taken into account. Additionally, the value of retirement/pensions are often not taken into account by beginning teachers.)

17. Are there opportunities to earn additional income (tutoring, coaching, summer school, etc.)?

18. Are there affordable housing provisions made for beginning teachers in this community (many communities offer subsidized housing or home loan assistance)?

Job Duties 19. How many course preparations will I have? (This is more significant for 6-12th grades but can also apply to departmentalized K-5 roles.)

23 American Association for Employment in Education

Preparing for Your Future

Teacher Candidate Checklist Judy Mey, MAEd, GCDF EEXP3 Coordinator and Career Coach & Career Advisor (retired), Elyria Catholic High School & Baldwin Wallace University, Ohio

Craft and Perfect Your Resume and Cover Letters ü

Your resume and cover letters are essential components of your job search. Target these marketing documents to the specific position for which you are applying. Make final revisions and proofread multiple times before you apply. Seek advice from career advisors, faculty and professionals in the education field.

Create a Professional Digital Footprint ü

Make sure this is accurate and easy for employers to find. Sophisticated users take the time, thought, and effort to manage their footprints, and control information shared.

Take Advantage of Online Recruiting Platforms Offered by Your Career Center ü

Learn how to use this software to search and apply for jobs, as well as, prospect and connect with organizations of interest. It is important to keep your profile information and uploaded resume current.

Utilize Your Career Center ü

Meet with a Career Advisor to review application materials and discuss successful job search strategies as you apply for teaching positions.

Secure Your Professional References ü

Ask professors, advisors, supervisors, and/or cooperating teachers to serve as your employment references. Provide your references with a copy of your resume and keep them informed of the status of your applications.

Create Your Professional Image ü

Transition from student to polished professional—dress for success and market yourself with confidence. Be aware of your online presence. Make it a practice to Google yourself [put your name in quotes] on a monthly basis to monitor social media activity.

Enhance Your Visibility with Employers ü

Attend teacher job fairs offered or endorsed by your Career Center, and other on- and off-campus events to meet and network with school administrators.

Practice Interviewing ü

Schedule a mock interview with a career advisor, an employer, or a career mentor. Perfect your elevator pitch. Utilize practice interview software available through your Career Center.

Nurture Your Professional Network ü

Stay in touch with your professional network for support and encouragement as you explore post-graduation opportunities. Keep them informed of your job search. Remember, networking is a two-way street—be willing to support your contacts when needed or requested.

Be Flexible in Your First Job Search and Explore Your Options ü

Reflect on how you can use your teaching skills in settings other than the traditional classroom. It is better to teach in any place and any way rather than working outside the teaching field. Consider having career plans B and C in place.

Remember Those Two Important Words: Thank You ü

Thank those who contributed to your success.

Complete “The First Destination Survey” or Other Survey Requested by Your Career Center ü

Celebrate your success by sharing your post-graduation plans.

Under conditions of complexity, not only are checklists a help, they are required for success.

- Atul Gawande -

24 American Association for Employment in Education

Kurt Kreassig, EdD Dean of the School of Education, Regent University, Virginia

W

hile online recently perusing executive positions at various K12 school systems and universities, I was not surprised to find that many of the job listings required a diversity statement from the applicant. We are all keenly aware of our country’s social crisis, and while I’ve been intimately involved in social justice concerns while serving as both a school principal and university dean, I had never put pen to paper and written my diversity statement. While many of us can articulate our personal social justice framework centered around our worldview, putting it on paper takes a depth of thought and understanding. Connecting your values, teachings, beliefs, leadership, perspectives, character, etc. on paper requires you to demonstrate not only growth in your profession, but also growth in your character and spirit.

Preparing for Your Future

Calling All Rising School Administrators: Writing a Diversity Statement

Whether or not you have to write a diversity statement for a job application, you should take time to write a personal diversity statement. I say this from experience because the process of writing a diversity statement creates ownership and accountability of past decisions and actions and has the effect of centering one’s moral compass for all future decisions and actions. Once you put it on paper, it becomes who you are.

How do you begin writing a diversity statement?

The length of your statement is somewhat dependent on where you are in your career. Typically, an early career employee might have a one-pager while a seasoned employee might have three or more. Before you begin writing, it’s important to remember that your statement should reflect your growth as a professional regarding equity and diversity issues; how you’ve changed based on your experiences and learning; and what you did to address the equity issues you’ve witnessed or faced. My personal cultural competency is built on my experiences as a high school teacher, high school coach, school principal, university faculty, and university dean, and my awareness and appreciation of cross- cultural understanding still grows every day. I began my statement by outlining each of my employment positions over the years and wrote down concrete experiences and examples of what I did to address social justice issues both personally and professionally. I also wrote that the examples I list are my distinct qualities and commitments that I have pledged to continue throughout my life. I made sure that each example I listed could be verified by a third party or by evidence that I could regularly get my hands on. Below are two examples to help get you thinking about how you’ve stepped up and stepped in to personally and professionally address social justice issues.

Example of early career diversity statement: ü

Teaching and coaching marginalized students: Although I was educated and trained as a licensed teacher, cultural competency was not emphasized during my teacher training curriculum. It wasn’t until I became a teacher that I truly understood the value of the differences of the human experience. My understanding of my cultural worldview began in the mid-90s while teaching at a secondary school. I was hired to teach 9th grade Earth Science and develop a boys volleyball program. What I didn’t realize at the time, was that Earth Science was a required course for graduation, and I found myself teaching upper-class boys and girls who were repeating the course due to failures the previous year, some were taking the course a third time. Every student I taught my first year belonged to a marginalized group. I quickly understood each student’s unique gift and background and that led me to become a teacher who fostered student choice and voice throughout my teaching career. The experience was couched with developing a boys’ volleyball program in a predominantly black high school, in which many students never played nor knew about the game of volleyball. Starting an athletic program not only helped me to understand the value and diversity among all students, but I understood that if students are provided the opportunity and a caring environment, they can and will succeed. That inspiration sticks with me to this day.

Example of mid-career diversity statement: ü Supporting and mentoring marginalized students: I left the classroom after four years of teaching and held the position of assistant principal for six years at various secondary schools. What’s unique about the assistant principalship, which very little is researched or written about, is that due to the proximity of the position to students outside of the teaching role, it is the frontline position that can negate adultism. This was the first position in my career that I regularly and systematically could use school-wide data to strategically plan actions and programs to support marginalized students. My first assignment as an assistant principal was at a school that served the resort oceanfront area. The school’s student population ebbed and flowed based on the seasons. In early winter, the school would experience an influx of new students, sometimes upward of 20% of the student body. These new students were homeless, and the move to the oceanfront hotels were families’ efforts to take advantage of discounted weekly and monthly hotel rates. In late spring, when hotel rates would increase for the approaching summer, these families left the area. Students living this pattern of enrolling and disenrolling in schools during an academic year wreaked havoc on their social emotional learning (SEL). Recognizing the disadvantaged situation these families and students faced, I implemented professional development in SEL for faculty, before and after school student academic opportunities, intermural student athletic programs, and evening parent information sessions led by local social service agency representatives. The positive impact on the school-community was immediately recognized with these disadvantaged students achieving higher academic achievement.

The above example is just a brief glimpse of my efforts to ensure that the next generation of leaders act towards inclusivity. You must be sure that that inclusivity is at the top of your daily personal agenda, and that you lead by example for students, faculty, and your community.

25 American Association for Employment in Education

Preparing for Your Future

Cultural Competency 2.0 Jatisha Marsh Human Capital Manager, DeKalb County School District, Georgia

C

lassrooms and schools across the United States are becoming more diverse. Approximately 51% of all public elementary and secondary school students in the U.S. are nonwhite. However, teachers from racial and ethnic minorities accounted for about 20% of the teacher workforce. This gap in representation makes it imperative that schools hire teachers who are culturally competent, regardless of race or ethnicity. Possessing a high degree of cultural competency makes you a more marketable candidate.

Cultural competency 2.0 moves beyond just appreciating differences in language, religion, food, and holidays. It moves teachers toward a better understanding of social interactions, communication preferences, body language, and standards of beauty. It leads to the abandonment of ethnocentric views and cultural stereotypes. Teachers begin to understand how culture influences students’ views on individualism versus collectivism, avoidance of uncertainty, deference to those in power, and even acceptance of change. No longer is it acceptable to treat students in a culturally blind manner, i.e., "I don't see color" or "I wouldn't care if the child were purple or green." Their cultural background impacts how students see the world and how others perceive them.

The philosopher Rumi once said, "Yesterday I was clever, so I wanted to change the world. Today I am wise, so I am changing myself." Increasing cultural competency is an inside job. No one, regardless of their background, is immune to biases; uncovering personal biases is a critical step on the path to developing greater cultural competency. Harvard University's website hosts the nonprofit Project Implicit's tests for implicit associations about race, gender, sexual orientation, and other topics. These tests offer the opportunity for self-reflection.

Another useful activity is developing a cultural autobiography. There are various examples on the internet; however, a common thread is writing about the development of your understanding of race, gender, academic ability, and religion from childhood to the present. Early experiences with various aspects of one's identity, which are often forgotten and sometimes buried, often subconsciously influence the present.

To increase cultural competence, teachers must: 1. Recognize - Become curious and then aware of cultural differences 2. Respect - Diversity should be valued. Innovative solutions can be reached through having diverse thought partners at the table.

3. Reconcile - Differences in backgrounds may lead to unavoidable conflict; however, there can be a mutually agreeable common path forward.

4. Realize - After discovering that a specific conflict is due to cultural differences, craft alternatives that emphasize similarities.

Developing cultural competency takes continuous work. Expanding your cultural competence takes self-examination, reflection, and continual evaluation of one's thoughts, words, and actions. Jacqueline Woodson said it well, "Diversity is about all of us, and about us having to figure out how to walk through this world together."

References: https://implicit.harvard.edu/implicit/aboutus.html https://learnhrm.partnerrc.com/ls2019/explore/interpersonal/tgf20/topic20-2-0/topic20-2-4 https://www.pewresearch.org/fact-tank/2018/08/27/americas-public-school-teachers-are-far- less-racially-and-ethnically-diverse-than-their-students/

26 American Association for Employment in Education

Dr. Jill Purdy Director of Graduate Education Department/Associate Professor, Cedar Crest College, Pennsylvania

E

mbarking on a career as an educator has never been more challenging than it is today. Teachers must be prepared to meet the challenges of increasingly diverse classrooms- classrooms comprised of students of various ability levels, races, religions, and languages. Culturally responsive teachers infuse their instruction with examples, texts, and visuals that embrace the experiences of the learners they teach. Principals need teachers who are skilled in cultural responsivity who can develop successful learning environments for all students.

Preparing for Your Future

Culturally Responsive Teaching

Consider that each student comes to the classroom with prior knowledge based on his/her unique and experiences. While some students’ backgrounds and previous experiences may be different than those of the dominant culture, every student has something unique to offer. Establish your classroom as a safe space where students can share their stories and where contributions from all students are welcomed and celebrated.

Learning each student’s name is a simple but powerful starting point for becoming a culturally responsive teacher. Learn each student’s name, pronounce it correctly, and greet each student by name at the classroom door each day. This simple act communicates clearly to students that they are valued and that they are a part of the classroom community. Our names are connected to our sense of identity. By greeting each student by name, the culturally responsive teacher begins to build a relationship based on respect.

When designing the classroom, the teacher should be sure that the classroom is representative of many racial, ethnic, and cultural backgrounds. Bulletin boards, classroom displays, student work, and instructional materials should all communicate the value of diverse cultures.

Culturally responsive teachers also use appropriate “wait time” during instruction. Wait time provides students with the time they need to think about the questions and formulate their responses. Providing response time is especially important for teachers who work with English Language Learners.

The ultimate goal of culturally responsive teaching is to advocate for students and to teach students to advocate for themselves. Through a strong commitment to CRT, a teacher can impact his or her students greatly.

NOTES

27 American Association for Employment in Education

Preparing for Your Future

English Language Learners and You Dr. Gina Blackburn Professor of Education, Grove City College, Pennsylvania

A

classroom full of students with diverse experiences can be intimidating to a new teacher. Add to the mix a handful of students who are still learning to speak English, and it can be downright terrifying! You’ve got this though! You can be there for your ELLs if you just remember a few important best practices.

Academic Language versus Social Language Sometimes teachers over-estimate a student’s language development because they sound like a native speaker. To learn to speak fluently, it is estimated by the Interagency Language Roundtable to take about 900 hours of instructional time (2012). So, if a student is taking two hours of ESL class a day for three years, they will sound fairly proficient. However, it takes 5-7 years to achieve academic language fluency.

Consequently, when you chat with a student, they seem just fine with their English development, but in reality they still need scaffolds and extra instruction in their academic use of English.

Leveraging their First Language Students who are early in their English development are more successful when teachers allow them to use their L1 (first language) in the classroom. Teachers can do this by giving students key terms and directions in the student’s L1. For young students (ages 3-8), it is helpful to say the key terms or directions in the student’s L1 because the student may not be literate in their first language.

Reduce Language Load Because ELLs need more time to translate back and forth, we also need to reduce their language load. If you are a regular education teacher, your focus will be two-fold for your ELLs: Keeping them progressing in your content area and helping them to continue developing their academic English for your content area. You can help them achieve in your content area by giving them sentence frames to use to share their thinking. For example, in a math class, you might give them the sentence frame, “I solved this equation by_______.”

Then have them read their sentence frame to you to practice using that language. Also, make sure your directions and any reading they have in your class has simplified language.

Practice simplifying English for your ELLs on any handouts you are giving them.

Working with your ELLs may add a little extra work to your plate, but it will be well worth it. You will potentially meet interesting people from all over the world, and it will enrich your entire teaching experience!

References: Interagency Language Roundtable. (2012). ILR Speaking Skill Scale. https:// www.govtilr.org/Skills/IRL%20Scale%20History.htm

Visuals, Visuals, Visuals Additionally, students who are in the beginning stages of speaking English need many visuals to make sense of the lesson. Demonstrating the task that they are about to accomplish can help. It is also important to list each step in the directions, going over them verbally while giving it to them visually. Videos using subtitles in their L1 can be helpful for older ELLs who have literacy in their L1. Books with illustrations allow ELLs to get a sense of what is happening in fiction and nonfiction. Teaching with supplemental resources such as manipulatives and realia (items from the real world) allow students to put the content in their hands, helping them to connect the lesson to their lives outside of school.

When you have ELLs in your classroom, visuals should be at the forefront of your mind as you write your daily lessons.

Join KDP Gain the inspiration and tools you need to successfully navigate your teaching career.

Time

28

Remember that ELLs need more time than their nativespeaking peers. When you ask a question, they are translating the question to their L1, then thinking about an answer, and then translating that answer into English from their L1.

Even students who have been redesignated out of the ELL classroom still translate back and forth. Remember this and give them more time to respond to your questions and to do an assignment. It may even be necessary to give them fewer problems or questions on an assignment. For example, when I taught high school English, I might have an ELL respond to a prompt in one paragraph, instead of the three paragraphs my native speakers were writing. I could still get a sense of the student’s understanding with one paragraph.

American Association for Employment in Education

Learn more at www.kdp.org

John F. Snyder Associate Director of Career Education and Development (retired), Slippery Rock University of Pennsylvania

E

ven in this era of online applications and LinkedIn, your resume is still pertinent. This one or two-page document captures your teaching skills and experiences. The goal of your resume, along with the other paperwork districts require, is to earn you an interview.

When used during the course of a job fair or on-site interview, the resume provides the interviewer with relevant information about your qualifications.

As you gather and organize information for your resume, critically examine your skills, experiences, and accomplishments and relate them to teaching. Self-assessment and reflection are excellent preparation for the interview as well.

Before writing your resume, read a job description of a teacher in the Occupational Outlook Handbook (www.bls.gov/ooh), O*Net (www.onetonline.org), or another career reference resource. Talk to teachers about what they do. Pay attention to the words describing the profession and use these same words in your resume. Think about the skills teachers employ. Educators plan, organize, prepare, research, instruct, lead, listen, demonstrate, write, supervise, evaluate, motivate, implement, integrate, encourage, facilitate, enforce, advocate, collaborate, communicate, and assess.

While there is not simply one correct way to write a resume, effective resumes adhere to basic guidelines: ü

Beginning with the most important material;

ü

Starting sentences with vivid verbs describing your skills;

ü

Using bullet statements or short paragraphs;

ü

Being consistent in formatting;

ü

Supplying specific, quantifiable information outlining responsibilities and accomplishments;

ü

Eliminating all spelling and grammatical mistakes.

A reader spends only 20 to 30 seconds screening your resume; significant information must stand out communicating your competencies to be an outstanding teacher.

Resume Categories Contact Information Your name, phone number, and e-mail belong at the top of the resume. Due to privacy concerns, an address on your resume has become optional. If you are submitting your resume to an online database which will be accessible to multiple users of that service, you may want to omit the address. Most educational employers will ask for your address on an application, so providing your address on your resume is your decision. Include your cell phone number. Most of the time, employers will call you to set up an interview. Therefore, make sure your voice mail greeting is one you want a potential employer to hear. At the same time, make sure your e-mail address is one that won’t embarrass you. Create an email account just for employers.

Objective The objective is also optional, but if you write one, keep it concise.

The purpose of an objective is for the reader to quickly identify what you are qualified to do. Write the grades and certification areas you

are willing to teach. You may include your interest in supervising extracurricular activities. No need to elaborate by stating that you desire a “challenging teaching position” (all teaching assignments are challenging) or that you want to work in a school that “cares about children” (what school doesn't care?). Address your motivation to become a teacher or what you hope to accomplish as a teacher in your cover letter and application.

Education Most first year teacher candidates should list “Education” after the objective because the degree is the basic qualification for teaching.

Include all college experiences with the most advanced degree first.

List your degree, major and minor, the name and location of the institution, and your graduation date. Include your GPA if it is 3.0 or above. Be sure that you include your certification or licensure area(s). If you have unique educational experiences, such as study overseas, include this information here. You may choose to include academic honors, activities, conferences, educational clubs/ associations, and scholarships here, or you may do so in a separate section.

Resumes, Cover Letters, References, and Applications

Effective Resumes for Education Majors

Student Teaching and Field Experience If you are earning your first teaching certificate, you do not have professional teaching experience yet. This section is the most important one and must be the salient part of your resume. You can use the heading “Student Teaching and Field Experience” or even “Teaching Experience,” but make sure readers know these are pre-service teaching experiences and not professional teaching experiences. State the school, location, and dates. Include the facts of your teaching assignment such as the number of students you worked with each day (or each week), the number or percentage of students with IEP’s you accommodated, and the classes, grade levels, and subjects you were responsible for. Then describe your instructional experience in specific terms. All student teachers write lesson plans – what specifically did you prepare and present? Leave off routine activities such as grading papers or creating seating charts.

Consider addressing these issues as you describe your instructional experience as a student teacher: ü

A unit plan you created that encompassed a variety of subject areas;

ü

Lessons you designed to meet state standards;

ü

Techniques that you employed to differentiate your instruction and the accommodations you provided to meet the needs of diverse learners;

ü

Specific technology you incorporated into your teaching;

ü

Creative ways that you connected the subject material with the students;

ü

Various methods you used to assess the progress of your students;

ü

Collaborative activities, including co-teaching, with other teachers, school counselors, and administrators that you participated in;

ü

Paraprofessionals and parent volunteers you supervised;

ü

The classroom management system you used.

29 American Association for Employment in Education

Resumes, Cover Letters, References, and Applications

Conclude your student teaching and field experience descriptions with additional duties you assumed such as before and/or after school tutoring, parent-teacher conferences, coaching a sport, assisting with the school play, chaperoning activities, starting a new student club, and so on.

Your description for student teaching will take the most amount of space in your resume because it is the single most important experience in your preparation to be a professional educator. Your field experiences will also contain detailed descriptions, but these descriptions will not be as long as your student teaching descriptions since these experiences are not as in-depth.

Experience After your “Student Teaching and Field Experience” section, you may want to create a section titled “Teaching-Related Experience” which includes paid and volunteer experiences such as a summer camp counselor, Special Olympics volunteer, youth coach, or academic tutor. Describe these related experiences in a manner consistent with your student teaching descriptions. Begin with your job/ volunteer title, employer/organization, location, and dates. Include the facts of your experience and specifically describe your skills and accomplishments. Inclusion of babysitting jobs as a teaching-related experience is not recommended.

If you have had a series of experiences that are similar, you may group these together and provide one description that captures the essence of what you accomplished instead of writing separate descriptions that are repetitive.

Other experiences (not related to teaching) may be valuable as well and belong in a section called “Additional Experience.” In these other experiences, you may have earned a promotion, supervised others, assumed management responsibility, worked independently, serviced customers, answered questions, trained new employees, completed detailed paperwork, and handled money. Your experiences may prove that you've developed leadership, organizational, or communication skills. Do not burden the reader with unnecessary job duties; instead concentrate on the skills that relate to teaching. Most likely, an “Additional Experience” section will be the last one on the resume.

All experiences are not equal. Those most related to education deserve more detail which requires more space. Other experiences may be included to show how you constructively spent your time and/or earned money for college, but will need just a brief description.

Additional Categories These sections may include “Activities,” “Honors and Awards,” and “Professional Affiliations.” Administrators look to hire teachers who will be competent and active in a variety of school responsibilities.

Include college or community activities (if you haven't done so in a previous section) showing that you will participate in school and community activities as a teacher, too. An activity may deserve a description because you developed professional skills or accomplished a significant objective.

If you devoted a considerable amount of time to an activity, such as intercollegiate athletics, student government, professional associations, fine and performing arts, and university clubs, write about your accomplishments and be able to relate them to teaching.

You must be able to justify everything you include on your resume.

For example, if you include a conference you attended, you must be able to answer why this entry is significant. Your resume should not

30 American Association for Employment in Education

be longer than two pages and some administrators prefer it to be just one page. Concentrate on your most important qualifications and stay focused on supporting your objective to be a teacher. High school information is rarely included in a resume.

Format and Printing The most common format is chronological where each section lists the most recent material first. Occasionally a functional resume may be appropriate, but if not done well, a functional resume can be confusing to the reader. Career Services professionals can review which format will work best for you. Technology provides you with the resources to create and print a professional resume. Use an easyto-read 11- or 12-point font, one-inch margins (although you could decrease them to three-quarters of an inch if needed), and plenty of white space between sections. Avoid using a resume template since your resume will look exactly like the resume of everyone else who uses this template. Print your resume on good bond paper using black ink. Do not include a picture. Use the same paper for your cover letters. When you attach your resume to an online application or an email, send it as a PDF file to preserve your formatting.

For Career Changers Even if you have previous professional or military experience, your student teaching and teaching-related experiences are the most important. The first part of your resume will be similar to other first-year teacher candidates. However, your past experiences are important if you describe them through the perspective of teaching. Label this section “Previous Professional Experience.”

While your cover letter should explain why you are changing careers to be a teacher, your resume can show how you have developed professional skills. Include pertinent facts and accomplishments, but avoid going into too much detail or using acronyms not relevant to educators. Those with military experience should especially be careful not to use acronyms that are a mystery to civilians.

Veteran Educators If you have previous teaching experience, your resume will begin with your professional teaching experience and provide details about your assignments and accomplishments. This article is focused on beginning teachers.

Resources While there are resume books and websites that provide examples, the best resources available are professionals in Career Services offices. Cooperating teachers, administrators, professors, and other educational professionals are possible resume resources for you.

Eventually, however, you’ll make the decision about the content and format of your resume. This is your resume, and it needs to reflect what you have to offer as a future educator.

The goal of your resume, along with the other paperwork districts require, is to earn you an interview.

Job Search Handbook Editorial Committee

H

ave you heard conflicting feedback about the length of a new teacher’s resume? So have we. The truth is that some administrators prefer a one-page resume while others like a two-page resume. And there are still other administrators who do not mind a well-written resume that is longer than two pages.

The length of your resume is not as important as the content you provide.

Your resume must be specific to you and your experiences and not a page or two of general lists and generic statements.

Are you frustrated because we haven’t provided you a definite answer? Then try this. Write your resume without regard to length.

Edit this draft to eliminate unnecessary information. Remember, a resume captures the highlights of your qualifications to be an educator; it is not an autobiography of everything you have done.

After editing, if the result is a two-page resume, keep this version, but also do some more editing to create a one-page resume in case you learn that administrators you will be contacting prefer a one-pager.

What is the most valuable information you can put on your resume?

How to Create a Stand-Out One-Page Resume Dr. Dawn S. Jones Senior Assistant Director (retired), Career Services, Northern Illinois University

K

eep your resume to one page. We’ve been hearing this from many districts recruiting our teachers. In a market with an abundance of applicants, administrators need to be able to sort quickly through hundreds of resumes.

In response, we have been struggling to create good one-page resume examples for each of our teaching areas. This has been hard. Educators’ resumes include student teaching, clinical experiences, observations, and valuable related experiences. For a long time, “more” was equated with “better.”

The reality is that teaching resumes contain a lot of information that can be eliminated. But where do you start? How can you create a brief, yet meaningful, document to market your skills effectively? Here are a few suggestions: ü

Focus on the essentials. List all your accomplishments in each of your experiences, then go back and cross out anything that’s repetitious. If you’ve established a skill in one position description, don’t mention it in other descriptions.

ü

Remove anything commonly expected of all student teachers. Readers will know that you “collaborated with your cooperating teacher to plan units and lessons.” Emphasize what makes you unique. Talk about the accomplishments that separate you from others, not those that are routine.

ü

Stress specific accomplishments and concrete outcomes.

Think: “how,” “what,” “where,” and “with what results?”

Example: replace “Developed excellent classroom management techniques” with “Managed students’ behavior through focusing, modeling, and assertive discipline.”

ü

Use keywords. Not only will these draw the attention of the reader, but they will also be beneficial if your resume is scanned. Consider: special populations; mentoring; testing/ assessment; classroom management strategies; methods of scaffolding/differentiating, reaching diverse learning styles, and promoting lifelong learning; specialized curricula, methods, and programs. You can do a simple internet search to locate keyword lists.

ü

Bullet content, and keep bullets as brief and concise as possible. Remove empty words, such as “various” and “numerous.”

ü

Choose only one verb for each bullet. Avoid the “planned and implemented” trap.

ü

What about the extras? List, but don’t describe, understood jobs (cashier at Bob’s Grocery). Omit very old experiences and those without transferable skills. Skip the mundane hobbies.

Do list honors and current professional memberships/ activities (noting any office held).

Resumes, Cover Letters, References, and Applications

Your Resume: One Page or Two?

Need help trimming your resume? Visit your Career Services office or ask your principal for assistance. I’ve seen highlyeffective one-page resumes. It can be done.

31 American Association for Employment in Education

Resumes, Cover Letters, References, and Applications

Action Verbs for Effective Resume Bullet Points Job Search Handbook Editorial Committee

R

ealizing that the administrator reading your resume will spend only 20-30 seconds on the first read-though puts pressure on you to write a resume that has a solid order. The reader will initially skim the resume; it needs to be strong enough to make the reader want to re-read it.

The reader will expect to see your range of experience in the classroom, focusing on whom you taught, what you taught, and how you taught it. Develop the entries in an order that lays out the most important tasks. Activity that is ongoing should be in present tense; activity that has been completed should be in past tense.

Here are some examples: • Initiated Pen Pal unit with students in Sweden as part of writing curriculum • Created, planned, and implemented units using GeoGebra and Geometrix • Developed interactive chart about kings listed in Macbeth • Aided classroom teacher with language-literacy issues with five bilingual students Listed below are action verbs by category to help in creating a strong resume as well as avoiding using the same verbs over and over.

Instruction: Adapt; Analyze; Apply; Assess; Assign; Clarify; Coordinate; Define; Demonstrate; Develop; Direct; Emphasize; Enable; Establish; Evaluate; Explain; Facilitate; Focus; Generate; Guide; Identify; Implement; Incorporate; Inform; Initiate; Instruct; Integrate; Mentor; Model, Modify; Motivate, Organize; Reinforce; Teach; Train, Tutor Communication: Address; Clarify; Communicate, Compose; Contact; Contribute; Correspond; Describe; Document; Edit; Express; Facilitate; Inform; Illustrate; Interpret; Interview; Investigate; Mediate; Moderate; Negotiate; Persuade; Present; Report; Review; Revise; Summarize; Translate, Write Interpersonal: Accommodate; Adapt; Answer; Anticipate; Assist; Assure; Coach; Collaborate; Confront; Consult; Critique; Develop; Encourage; Exchange; Familiarize; Form; Foster; Gain; Implement; Inform; Interact; Intervene; Join; Listen; Mediate; Model; Motivate; Negotiate; Participate; Provide; Recommend; Represent; Resolve; Share; Suggest; Treat; Understand Results: Accomplish; Achieve; Attain; Benchmark; Complete; Contribute; Decrease; Eliminate; Enforce; Establish; Evaluate; Expand; Improve; Improvise; Increase; Initiate; Institute; Lead; Prioritize; Produce; Reduce; Resolve, Simplify; Strengthen

32 American Association for Employment in Education

Job Search Handbook Editorial Committee

R

emember those days in kindergarten when you had the chance to show the class your very favorite toy and tell all about it? Everyone wanted to see the toy, to hold it in their hands. They needed the concrete experience of it.

Your resume needs to also be as concrete as possible. Think about how you can show your prospective employers why they should interview you instead of other applicants. This is not an easy task to do because you and the rest of the candidates have all completed similar tasks in the classroom.

So how can you make your resume show why they should talk to you? Recruiters need students to back up what they are saying with proof. Start by putting those actions verbs to work and create an articulate, concise bullet point list that creates a mini-picture of your lesson.

Marketers have mastered this skill. They show you their products using creative and articulate phrases to get you to take a closer look. Then they back it up with proof: brighter teeth, shiny hair, safety ratings, happy people. Start by creating a list of your top 10 qualities and strengths in the classroom. At this point in your academic career, you have written multiple lesson plans. It is time you put those together and market your skills.

Begin with one of those strong verbs; adapted, instructed, implemented, modeled, developed, are a few great choices.

The next thing you need to do is put them to work by showing what you did.

Examples: Telling: Taught a literature lesson on character traits to fourth grade class. ~Not bad, but look how much better it could be if you just articulate a little more and show the reader how you did it.

Telling: Taught and assessed three units of Common Corebased reading and supplemented the curriculum with lessons on the skills of plot, story retell, and story theme.

Showing: Taught and assessed three units of Common Core-based reading by supplementing the curriculum with lessons on plot, retelling, and theme using picture books and graphic organizers.

Telling: Created numerous videos and interactive handouts for students to watch and access.

Showing: Created numerous videos to teach slope and the F.O.I.L. method using Screencast. Incorporated ski goggles and aluminum foil to give students a relevant connection to the concept.

Resumes, Cover Letters, References, and Applications

Show and Tell: Putting Action Verbs to Work!

Incorporating specific details and actions to your general statement creates a visual for the reader of how you teach.

Articulating your lessons with descriptive terms helps them to see how you implement, impact, assess and interact with students, showing them how you are different from the rest of the candidates, which in turn should get you the chance to speak to your skills during an actual interview.

You are well on your way. Remember to not sell yourself short. Believe in your capabilities and show recruiters why you are the best candidate!

What education-related action statements can you include on your resume?

Showing: Adapted fourth grade literature lesson on character development by instructing students in small groups using character graphic organizers.

Telling: Instructed high school science class on the periodic table. ~ This is basic; thousands of teachers taught this lesson through the year, but how did you do it differently?

Showing: Instructed 3 sections of high school science classes using interactive responsive techniques on Kahoot while teaching a virtual lesson on the periodic table. ~Wow! That is different; now they know you are experienced at adapting and teaching online, and you are creative. We could not have gotten through 2020 and 2021 without either one of those skills, right?!

Telling: Instructed ninth grade students to recognize fact versus fiction during unit on the Wild West. ~ That is a good bulleted point, but it can still be better!

Check it out below.

Showing: Instructed ninth grade students to recognize fact versus fiction by creating a Nearpod Adventure that required students to identify the facts.

33 American Association for Employment in Education

SAMPLE RESUME

JANE SMITH

janesm@anywhere.edu • 757-555-0000 • www.janesm.weebly.com

LICENSURE/CERTIFICATION Virginia Elementary Education License, PK-6 (application pending) EDUCATION University of Anywhere, Anywhere, VA Bachelor of Arts, May 2022 Major: Elementary Education; Minor: Biology; GPA: 3.3/4.0 Memberships: American Association for Employment in Education; Southern Early Childhood Association STUDENT TEACHING AND FIELD EXPERIENCE Fort Island Elementary School, Williamsburg VA October 2021-May 2022 Student Teacher, Third Grade: 25 students, including 6 with IEPs, January-May 2021 • Designed an inquiry-based social studies lesson where students used primary-source documents to explore the rights guaranteed by the First Amendment • Created learning centers and bulletin boards to reinforce science concepts, including photosynthesis, rocks and minerals, and cellular respiration • Integrated Smart Board technology into all academic areas, with an emphasis on math, spelling, and science • Assessed students’ reading comprehension, fluency, and words per minute through Read Naturally • Managed the classroom by using a music box to reduce noise level and a reward system for positive behavior • Supervised a paraprofessional who worked individually with struggling students Field Experience, First Grade: 24 students, including 2 with IEPs, October-December 2021 • Directed students through a writing activity, “I Wish I Were a Butterfly Because…,” that resulted in composing a class book • Administered and scored an Individualized Reading Inventory and a Standardized Reading Inventory • Guided students in generating a class graph with a Halloween theme based on measuring candy corn levels RELATED EXPERIENCE Summers 2020 & 2021 Girl Scouts of the Colonial Coast, Virginia Beach VA Camp Counselor • Monitored the safety and well-being of 35 girls, ages 10-13, during daily camp activities • Designed interactive activities to meet the social, physical, and educational needs of campers • Demonstrated strong communication skills through conversation with parents, camp leaders, and staff members St. Mary’s Middle School, Virginia Beach VA

August 2020-May 2021 Individual Tutor • Provided one-on-one instruction for 6th grade student on math and science topics • Supplemented classroom instruction with structured problems to reinforce course content • Results: student raised both math and science grades from C+ to A through weekly discussions and review of course material and homework CAMPUS AND VOLUNTEER ACTIVITIES President, Anywhere University Choral Society August 2021-present Treasurer, Future Educators of America January 2020-present Volunteer, Virginia Beach Food Bank May 2019-Dec. 2021 Student Co-Leader, Alternative Spring Break, Habitat for Humanity-New Orleans LA March 2020 • Devoted up to 15 hours per week while maintaining full course load and part-time job • Refined leadership, organizational, and time management skills

Dr. Rebecca Faber Senior Career Advisor (retired), University of Nebraska-Lincoln

M

ake sure that the job that you are applying for requires a cover letter. As more schools move toward electronic applications, many schools (especially large ones) no longer request cover letters.

Some districts say that the cover letter is optional.

A cover letter (or letter of application) is your chance to make a good first impression with potential employers as well as to show that you have effective communication skills. A strong cover letter prompts the reader to want to look at your resume. A weak cover letter (either in content or in grammar) may keep an employer from looking at your resume or considering you for a teaching position.

A cover letter can generally be written in three paragraphs and limited to one page. This letter will be sent to the potential employer with the resume, so there should be strong coordination between the two.

There is no one rigid formula for writing a good cover letter, but here are some suggestions:

Paragraph #1—Basic essential information ü

State the position you are applying for.

ü

Note how you came to know about the position, such as seeing it listed online or in a newspaper ad. If you heard about it from another person (such as a teacher in that school system or your supervising teacher), note the name of the person who told you of the opening.

ü

Make a specific statement of your qualifications—your degree/ certification received or to be received with endorsements named. This statement in the first paragraph allows the reader to discard applicants who are not qualified for the position before continuing to read further.

Paragraph #2—“Tell and sell” ü ü

Note your current position or student teaching experience.

Mention a specific element of your student teaching that would set you apart from other applicants (for example, initiating an after-school peer tutoring program in math, extended use of technology, or establishing an in-school history project).

ü

Set yourself apart as a unique candidate. Match yourself to the job--show them why they should be interested in you. Emphasize unique skills, experience, or education. For example, you might mention a study abroad experience if you are applying for a foreign language or geography position, volunteer work with Habitat for Humanity if you are applying for an Industrial Technology position, or experience on a school newspaper if you are applying for an English position.

ü

Coordinate the letter with the resume. Refer to your enclosed resume. Let the reader see that you are an educator, not just a person in a classroom.

ü

You should not send the same letter to every district.

DO: ü

Take the time to be organized. Plan and draft how you will present your information.

ü

Know something about the schools where you are applying.

Visit web sites to gain specific information pertinent to the positions you are applying for. Find timely information such as school bond issues, an award-winning speech team, or a local student who has won the regional spelling bee. This information may be helpful in an interview, showing that you know about the district.

ü

Address your letter to a specific person--use appropriate titles, such as Dr., Ms., Mr.

ü

Use standard letter format. If you don’t know what that is, find a good sourcebook.

ü

Format: Side margins can be ¾” to 1”. Top and bottom margins should be 1”.

ü

Vary your letter from school to school although the variation might be minimal. Remember that each school/job is unique.

Do not submit exactly the same letter for each job. Recruiters can tell!

ü

Read the job ad carefully to see exactly what should be submitted and how it is to be sent—electronically or by U.S. mail.

ü

Ask someone whom you trust to read each draft of your letter and give you feedback.

ü

EDIT—EDIT—EDIT!!! Your letter must be perfect.

ü

Send the letter within a reasonable time after you have seen the job advertisement.

Resumes, Cover Letters, References, and Applications

Writing an Effective Cover Letter

AVOID: ü

Beginning your letter with “My name is….”

ü

Asking rhetorical questions, such as “Do you know why I would be an asset to your teaching staff?”

ü

Repeating your entire resume. Highlight no more than 3 to 5 key points.

Paragraph #3—The graceful exit ü

State that your resume is enclosed and that it contains your contact information.

ü

Note that you are supplying other application materials as requested. If you don’t have all of your reference letters ready, say that you will send them as quickly as possible--and then follow through.

ü

Express a willingness to complete further application materials, if needed.

ü

Politely express your willingness to meet for an interview at the person’s convenience.

ü

DO NOT say that you will be calling them to set up an interview.

35 American Association for Employment in Education

Resumes, Cover Letters, References, and Applications

Cover Letters - Be Specific Bethani Burkhart Director of Career and Academic Development, Hiram College, Ohio

A

common mistake that job seekers make is writing one cover letter and using it, unchanged, for every position. Since the purpose of a cover letter is to highlight your unique qualifications and abilities as they relate to an individual job, your cover letter should be tailored to align with each job that you are seeking.

While all cover letters include the same basic components– your name and contact information, the employer’s name and contact information, a formal greeting, the body of the letter, and a closing salutation and signature, the most vital of these components is the body. It is the heart of your cover letter, the space where you communicate your skills and strengths to potential employers. The body of your cover letter can range from one to three paragraphs in length, each providing an opportunity to demonstrate why you are the best candidate for the position you are seeking. The tips below will help you to determine what content to share in these vital paragraphs. ü Learn as much as you can about the employer before you start writing.

Research, research, research! What is important to the district? What are their values? What have they accomplished?

Have they made any recent changes? Use the knowledge gained through your research to your advantage by referencing what you’ve learned in your cover letter. Employers want to know that you are interested in their organization, not just any organization. ü Be specific about what you have to offer.

Look at your resume and think about your previous experiences. Take an inventory of your experiences before you start writing. Clearly articulating these experiences and skills is critical to writing a compelling cover letter. Write confidently and clearly communicate how your strengths are directly aligned with the mission goals of the school or district. ü Familiarize yourself with the job description.

If you are unsure about how to begin your cover letter, use the job description as a guide. The job description details exactly what the employer is looking for and includes the specific qualifications and skills required for the position. Start by identifying keywords and phrases in the job description. Tailor your cover letter to highlight the experiences in your work or educational history that speak to those key skills and qualifications.

Your study of the job description combined with the knowledge gained through your research of the school and district will provide the guidance you need to write an effective cover letter for the specific position you are seeking. By approaching your cover letter with intention and specificity, it will serve as a personal sales pitch and a ticket to your next interview.

Finish these sentences: • My professional strengths are...

• The professional accomplishment I'm most proud of is...

• Employers should hire me because...

36 American Association for Employment in Education

Valarie Jacobsen Director, Career Development Office, Xavier University, Ohio

A

s you begin your job search, you may find yourself wondering about references, letters of recommendation, and how to most effectively use both throughout the process. Following are some tips to help you better understand the purpose of each and how to use them effectively.

Letters of Recommendation

ü

ü

ü

Who: While your references can write letters of recommendation, it is not necessary for every reference to do this. Consider asking 2-3 professionals who have observed you in a teaching/educational role to write letters of recommendation.

Why: When submitting applications to various schools, you may have the opportunity to upload letters of recommendation to your application packet. While the letter won't get you the job, it can provide an overview of the qualities and skills that someone else has recognized in you which can only help you as applications are being reviewed.

How: Be sure to allow the writer several weeks to write your letter, and provide the writer a copy of your most current resume as well as information about the types of positions you are specifically targeting so he/she can tailor the letter as much as possible. Ask your writer to sign the letter and put it on letterhead if possible, then convert the final copy to a pdf for submission to employers. When submitting your application materials, include the 1-2 letters most connected to the position for which you are applying and include them. Quality and relevance are more important than quantity.

References ü

ü

ü

Who: Consider those who have seen you in action, either teaching or in an educational setting. Those who have supervised you and witnessed your work ethic, creativity, dedication, interaction with students, and commitment to teaching firsthand are especially good potential references. While it is important to have references who can speak to your teaching abilities, additional references can include faculty, supervisors, advisors, coaches, and more. Ultimately you will want 3-5 references with at least two connected with education. Focus more on those who can say great things about your abilities in the classroom and less on their titles. For example, it may sound impressive to have your principal as a reference, but if he/she can't speak in depth about your abilities in the classroom, he/she won't be a strong reference for you.

Why: Employers like to have a conversation with someone who has worked closely with or supervised you in a previous role to gain additional insight into your qualifications for the position and fit within the school. It is common for reference checks to occur toward the end of the selection process, after interviews have taken place. Sometimes a reference check will help an employer to decide between two excellent candidates, while other times the reference will help confirm the choice to select you for the position.

How: Always ask people to be references before listing them on your reference sheet, and be sure to

ask what contact information you should list for them.

It is recommended that you list your reference's name, title, employer, phone number, and email address on your reference sheet, and that you list your references in the order in which you would hope that they be called—in other words, your strongest reference should be listed first. While anyone you ask to be a reference should decline if he/she cannot say glowing things about you, never list a questionable reference. If you are not confident that they will say great things, don't list them. Be sure your references get a copy of your most updated resume as well, so that they will have a good grasp of all your experience, accomplishments, and activities. Finally, keep your references informed about your job search progress, including the jobs for which you have interviewed and when you secure a position. Keeping these relationships strong throughout your job search will serve you well as you enter your first professional position!

Resumes, Cover Letters, References, and Applications

Professional References: Who, Why, and How to Make Them Work for You

The Importance of References Joan Welker Director (retired), Center for Career and Professional Development, Lock Haven University, Pennsylvania Whom to Ask ü References should include your cooperating teachers and university supervisor(s) from your student teaching placement(s). Even if you do not plan to teach immediately after graduation, it is imperative that you acquire these references at the time you complete your placement. ü Additional references may include employers who have supervised you, preferably in jobs or volunteer positions where you interacted with children and youth. You might also consider faculty members or other professionals who can attest to your qualities and characteristics of your abilities, academic and otherwise.

How to Present the Information ü References should be listed on a separate sheet with your name at the top: “References for John Smith.” ü Include the name, title, organization, address, phone number and email for each reference. ü Send this information along with your resume when requested.

Letters of Reference versus Evaluations ü In some states, student teaching evaluations are used in place of letters of reference. Check with your Career Services office and/or Student Teaching office. Either way, copies of both types of documents can be part of your portfolio.

37 American Association for Employment in Education

Resumes, Cover Letters, References, and Applications

Setting Yourself Apart from Start to Finish Donna M. Cooper Associate Director, Center for Career and Leadership Development, University of Tennessee at Chattanooga

Y

ou will not be the only applicant for the positions for to which you apply. Every candidate will complete an application and submit a resume. How can you stand out from all the others who are applying?

In the Beginning ü Unless you are instructed not to submit a cover letter, submit a cover letter. It is your opportunity to dialogue in a conversational format that is not permissible on your resume. It is your opportunity to stand out in a creative way. ü If you are submitting your cover letter through email, write your cover letter in Word, using standard business letter formatting. Then copy and paste the letter into the body of your email. ü If you are applying through application software, the section allotted for uploading documents such as your resume and transcripts is the appropriate place to upload your cover letter. ü Paragraph 1 of your cover letter serves as your introduction and states the intention of your communication. Imagine that you are meeting the recipient in person, shaking their hand, and introducing yourself with a statement such as “I am applying for the Mathematics position in your school system.” ü Paragraph #2 of your cover letter demonstrates that you read the job description and that you researched the school system, “Your job posting indicated that you were seeking a teacher who can creatively introduce Math to students. In my most recent Math class with Senior High School students, the National Champion Rocket Engineering Club from the local college spoke to the class about how they could transfer their skills acquired from their catapult project into launching something which could go higher and faster.”

Be careful not to simply quote your resume; hiring managers can read that for themselves. Use your cover letter to paint a picture of how your experience aligns with the needs of the position and why their district is of interest to you with a statement like, “Your school system is renowned for its investment in growing its teachers professionally and encouraging them to represent your system nationally, a characteristic I heard voiced many times at a recent AAEE conference career fair I attended in St. Louis. I want to be a part of your system and represent you.” ü Paragraph #3 of your cover letter is instrumental in elevating you above the competition. This paragraph communicates the reasons that the interview team should consider you for the position. It should be succinct and to the point. Think of it as your personal tagline or bumper sticker– “I teach numbers and statistics to students who are often afraid of math because they don’t realize that they use math in their daily lives- every time they bargain shop or follow their favorite sports team.”

38 American Association for Employment in Education

ü

Paragraph #4 of your cover letter serves as the closing paragraph. Imagine that you are concluding your conversation and are shaking the interviewer’s hand again with a concluding statement such as, “I am very excited about this opportunity and I look forward to hearing from you soon. I can be reached at [phone number – just one] or [email – just one].”

At the End ü Once you have had your interview, you may wonder if you should follow-up with a “thank you note.” The answer is always yes. Saying “thank you” was one of the first things you learned as a toddler, and it still applies. ü If you send your thank you note by email, the standard rule is to do so within 24 hours of your interview. If sending a thank you note by U.S. Mail, the standard rule is to send it within one week. ü If sending a note card, select one with a professional design– not too bland and not too busy. ü Your note does not have to be lengthy. Express your appreciation for the interview and your excitement about the opportunity. You could also provide additional information about something you discussed in the interview, such as, “You asked me about the author of the book, ‘How to Teach So That They Will Ask Questions.’ The author is Iam Ateacher. This book has really helped me to teach the Math curriculum in a more inclusive manner.”

Just as you dream of being the teacher your students will remember for years to come, you also want to be the candidate that hiring managers remember and want to talk with about becoming a member of their team. The tips above will help you stand out from the crowd throughout the application, interview, and hiring process, from beginning to end.

Jeff Mayo Superintendent, Arlington Community Schools, Tennessee

M

ost school districts have moved to the use of an applicant tracking system (ATS) to screen candidates. With an ATS, human resources departments can automate and store hiring documents online so that principals and hiring managers don’t have to sift through stacks of paperwork or hundreds of emails to find the information needed to make employment decisions. In a competitive market, job seekers are looking for ways to stand out to prospective employers. Prospective job seekers can differentiate themselves from others with similar skills and experience by emphasizing their professional attributes. While the job application is only one aspect of the employment process, candidates have a very limited opportunity to capture the attention of those making employment decisions, due to the automation of this process. Relying on my 15+ years of experience as a human resources administrator, I’m offering my guidance in the areas that could be automatic “consideration eliminators” of prospective candidates in an online employment application.

1. Thoroughly read job descriptions

6. Fill out all fields within the application process ü

By filling out every field, you are demonstrating your interest in the job. Many recruiters bypass candidates who don't complete their applications.

ü

With an ATS, many school districts filter candidates by responses to certain fields within the online application. Don't miss any chances to be included in the recruiters' filtered selections.

ü

Online applications make information more accessible. This increases the number of applicants for a position and intensifies the competition.

7. Address gaps in employment ü

A gap may be asked about during an interview. An experienced recruiter will notice it.

ü

Perhaps you were recovering from surgery or caring for an ailing family member. Disclosing gaps on the application shows your openness, indicating your integrity.

ü

Don’t apply if you aren't qualified for the job.

ü

Take the time to understand exactly what the school district expects from applicants; pay close attention to the detailed description of what the job entails.

ü

Applying for multiple jobs that vary in qualifications can indicate that you have little focus, as most people are not proficient at everything!

School districts encourage inclusion of professional information from your social profile, typically LinkedIn, Google+, or Facebook, in the online application process.

ü

Viewing your dynamic social profile allows recruiters to see your current work status. This is often referred to as a “social resume.”

ü

ü

Make sure your content and experience dovetail with specific job descriptions.

2. Create an original cover letter. ü

If the school district requests a cover letter via the online application, include one that is specific to your accomplishments and skills; address the job description directly.

8. Ensure that your social profile is current

9. “Sanitize” your public social media profile ü

Don't display public images or content that would deter recruiters from wanting to hire you.

ü

If used properly, social media can help you connect with potential employers—just make sure your online data is working for you, not against you.

ü

Mention how you will use that knowledge and those skills on the job.

ü

Use the cover letter to showcase your personality, qualifications, and desire for the job.

ü

ü

A huge “turn off” for a potential employer is a cover letter with another school district’s name on it. Be sure to proofread your letter thoroughly.

You'll be asked to provide a list of professional references on the application. Be prepared with their names, addresses and phone numbers.

ü

References should not be relatives.

ü

Select references who will be positive about your attributes and accomplishments.

ü

Ask your references for permission before listing them on your application.

3. Identify key words to tailor your resume ü

Create your resume to include key words from the job description, then indicate how your accomplishments address those requirements.

ü

Customize your resume for each specific job.

ü

When applying for a new position, update your resume as well as your online application file.

4. Make sure your responses are on target and error free ü

ü

Triple-check your writing for spelling, content, and grammar.

With digital applications, error-laden content lives on, potentially harming your chances for employment in the future.

Be sure that all your information is completely spelled out— avoid abbreviations. Abbreviations understood readily by hiring managers are not always familiar to first-line recruiters.

5. Maintain one candidate profile per district ü

Multiple profiles in one district’s system can cause confusion.

One profile per school district eliminates the odds of the wrong profile being disqualified by a first-line recruiter.

ü

The exception is when applying for both a teaching position and an administrative position; the online platform requires a different application type for each.

Resumes, Cover Letters, References, and Applications

The Job Application: One Aspect of the Employment Process

10. List appropriate references

11. Be honest and positive ü

Being caught in a lie will almost guarantee not being hired.

ü

Even if you were terminated from a job, find wording that is honest, yet not negative. Something as simple as "work ended" can suffice.

ü

Be prepared to have an honest, positively-worded explanation if details are requested.

12. Review all the information you imported before submitting ü

Before hitting the submit button, take a final glance at your content.

ü

Know that once you hit that button, your information is sent directly to the recruiter.

13. Communication Etiquette ü

Use a principal/hiring manager’s title, not a first name, in person or in writing.

ü

Don’t ruin your chances with unprofessional communication when you are contacted for an interview.

American Association for Employment in Education

39

Resumes, Cover Letters, References, and Applications

Common Online Teaching Application Mistakes Dr. Scott Ziegler Superintendent of Schools, Loudoun County Public Schools, Virginia

T

he way in which you complete your electronic application may be keeping you from getting an interview and a teaching position.

Even in the midst of a teacher shortage, principals pay attention to the way in which you present yourself in your electronic application.

Before you can dazzle anyone with your experience, your love for children, and your cutting edge pedagogy, you have to land the interview. Avoiding any of these common mistakes can enhance your chance of a successful job search. Pay particular attention to these areas:

1. Outdated Information: Does your application contain old and outdated information?

If so, it could be costing you an opportunity to interview. When principals and hiring managers screen applications, they want recent information. If you’re applying for a position that starts in January 2022 and your most recent update was in 2020, update your information to include your most recent employment and references.

2. Capitalization, Spelling, and Grammatical Errors: Remember, you’re applying to work in education. You should not make mistakes when capitalizing any proper noun. To avoid spelling and grammatical errors, type your responses in a Microsoft Word Document or similar. You can then make corrections before posting in your application. For help with proofreading, use a program like Grammarly to check your work.

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3. Unprofessional Email Address: Get rid of the cute, funny, or obscene email address. For professional purposes, use a variant of your name.

4. Applying for Every Job: Apply only for positions for which you’re qualified. It’s frustrating for hiring managers to screen applications from candidates who don’t meet the minimum qualifications. You want your name to be recognized as a quality applicant and not because screeners have read it a hundred times.

5. Typing “See Attached”: We know it is time-consuming to answer every question completely.

However, doing so makes it easy for a hiring manager to select you for an interview. If it is difficult to see your qualifications, then it becomes more difficult to screen your application. The result is that you would be less likely to be selected for an interview.

6. Not Completing the Application: An application must be complete and up-to-date to move forward.

Include all supporting documents and references as directed. An incomplete application goes nowhere.

As We Prepare Students To Change The World in Anne Arundel County Public Schools

We are looking for educators who are innovative, collaborative, and flexible with the dedication and commitment to elevating all students and eliminating the achievement gap.

Above all, the ideal candidate must have a love and passion for all students!

• Located in Maryland on the magnificent Chesapeake Bay near Baltimore and Washington, D.C. • 130 schools serving approximately 85,000 students • More than 7,200 teachers with an average salary of $73,420 • Excellent competitive benefits • Numerous professional development opportunities • Right Start Advisor Program for new teachers • Apply on-line at: www.aacps.org/joinourteam 410-222-5061; 888-773-5212 | recruitment@aacps.org • www.aacps.org @aacpsjobs

40 American Association for Employment in Education

@aacpsjobs

Lisa Hatfield Career Coach, University of Houston-Downtown, Texas

T

he job hunt can seem like a long and tedious journey, often with moments of frustration and self-doubt. Despite the trying times, it’s important to remain resilient and keep moving forward.

Your efforts will be rewarded when you land the job you want!

In the meantime, here are some tips that can make your job search a simpler and more effective process:

1. Switch up your online job search routine Rather than entering the same term over and over in your browser’s search bar, go to onetonline.org for ideas of possible job titles or industries. Post your resume on texasskillstowork. com to be paired with careers that reflect the content of your resume. Research vacancies on indeed.com and apply criteria of your choice, such as geographic location or experience level.

2. Tailor your resume and cover letter to the job you want Although this requires a considerate amount of time and patience, the payoff is well worth it! Start by pointing out key words in the job posting; words that are repeated, or that clearly describe a certain skill or task should be your target.

Incorporate these words into the body of your resume and into the dialogue of your cover letter. Also, be sure that you are highlighting skills and experiences most relevant for the job.

There’s no need to take up valuable space on your resume and cover letter with details the employer won’t care about.

3. Say "thank you" It makes a bigger difference than you might think. Thank the employer in the conclusion of your cover letter for reviewing your application. After an interview, follow up with a personalized thank you email expressing your gratitude to each person you spoke with. This simple gesture might move you to the top of the proverbial job food chain.

4. Network with professionals online

Certifying Teachers in: Elementary Education (PreK-4) Middle Level Education (Grades 4-8) English Mathematics Science Social Studies

Secondary Education (Grades 7-12)

Resumes, Cover Letters, References, and Applications

How to Slay Your Job Search: Predator, Not Prey

Biology Chemistry Communication English General Science Mathematics Physics Social Studies

Pre-K-12 Education Spanish French Music Special Education We also offer post baccalaureate programs in all certification areas.

LinkedIn is a wonderful resource to establish connections with potential employers. Search for a job title you are considering, and send a personal message to one of your matches letting them know of your interest in what they do. You never know what opportunities you might be opening up for yourself!

5. Utilize your fellow alumni Alumni are fiercely dedicated to their alma mater and are already familiar with the quality of education and experiences at your institution. Reach out to your university’s alumni on LinkedIn and let them know about your career goals; a fellow alum might be able to refer you to a great new contact.

5. Get out there!

Don’t just apply for jobs from the comfort of your computer screen at home; look for local career fairs and networking events to attend, and give participating employers a taste of your personality. People hire people they like – it’s a fact!

Students and alumni who are still on the prowl for a job should stop by their University Career Center for what might be the start of a new career!

For more information contact: Sandra Frederick, Director of Education Career services fredericksl@gcc.edu or Mandie McCreadie, Education Program Director mcceadieam@gcc.edu

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Networking and Social Media

Be Your Authentic Self

This Is Where the Story Begins

Merete Geohagen Senior Teacher Recruitment Manager, New York City Department of Education

Shannon Hagan Staff Management Team Leader/Lead Recruiter, Harford County Public Schools, Maryland

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O

'm often asked by teacher candidates, “How can I stand out from the rest of the crowd?” Honestly, the answer is not going to be shocking, but it is very true.

Be yourself. Be your inimitable self. There truly is no one else like you.

Your uniqueness is what you are selling to principals and hiring managers. You have to be able to explain why you would be an incredible fit for their school. Your interests, your passion, the things that drive you is what will get you through the tough (and sometimes arduous) days of teaching. So, trying to “fake the funk” will not only be disingenuous, it will harm you in the long run.

Now, you’re probably thinking that sounds great, but how do I actually sell my authenticity and uniqueness? Well, lucky for you I have three impactful tips to help sell your unique self. See below:

TIP 1: Know Your Why Like You Know Your Angles It is extremely important for you to be clear about why you are teaching. Teaching is one of the most rewarding professions in the world, but if you aren’t clear on why you want to be a teacher, hiring managers will not be clear on why they need you. Knowing your why helps you connect with students. It helps students connect with you. It’s the reason you are even interviewing! Make sure you are clear on what brought you into teaching and be authentic. Maybe it’s because you started tutoring and the “ah ha” student moments you saw were the exact moments you knew you wanted to be a teacher. Maybe you have come from a long line of teachers, and you knew at a young age that this was your destiny. Whatever it is, communicate that clearly to the hiring manager. If you aren’t clear on your why, take some time to reflect before you interview.

TIP 2: Define Who You Are This is the time to share your interests, hobbies, and passions. Do you love knitting? Are you a former athlete?

Are you passionate about social justice? Make sure the hiring manager knows these things about you. You can share this either on your resume under an “Activities & Interests” section or weave them into answers during your interview.

Whichever way you choose, make sure you share it. Because chances are, if you like them, students will too.

TIP 3: Be Honest and Genuine As long as you are honest and truly genuine about who you are, you will find what’s right for you. If a school is close to your home, but it has a music and arts focus, and you love science and math—chances are that’s not the right fit for you. Ultimately, what is for you is for you and being honest and sincere will help you get the accurate fit.

In the end, as long as you are honest with the hiring manager and yourself you will find the right fit for you. Focus not only on being prepared for a teaching opportunity through your content area, your engaging mock lesson, but to also tell the hiring manager who you are, and why they need you in their school.

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ne of my favorite high school teachers was my geography teacher, Mr. Walker. Although Geography was far from my favorite subject, Mr. Walker had a way of telling stories that made me want to learn. I can no longer recall the specific details of his stories, and I cannot readily point to the places we studied on a map, I remember my teacher, Mr. Walker, because of the power of his stories.

The education field is challenging, and it is important to find the right place for your story to begin. As a job seeker, an employer’s story should be important to you. What story did the district’s recruiters tell you when you met them? Does the story they shared match the story you see when you visit the district’s social media accounts and school websites? What stories are being told? Are there common themes? Who and what are do you see in their photographs? Can you see yourself as part of their story?

Is this a place where you want to write the first chapter of your teaching career?

School districts want to know your story as well. When you meet with recruiters at a job fair, share something memorable about yourself. Help the recruiter envision what you offer students that is unique and unlike any other candidate. Job fairs are excellent places to perfect your professional story. Each table provides a new audience and a new opportunity for your story to evolve and your delivery to become more confident.

Professional social media accounts are another way to share your story with employers. Encourage potential employers to follow your story by mentioning and tagging them in your posts. Help them see your work in your classroom through the digital story your social media posts create.

At its core, teaching is rooted in relationships, and nothing builds genuine connections with students faster than learning their stories and sharing your own. Challenge yourself to be your students’ Mr. Walker, and you too will make a lifelong impact that far outweighs the content you teach.

Teachers affect eternity; no one can tell where their influence stops.

- Henry Brooks Adams -

Jody Drager Assistant Principal, Poudre School District, Colorado

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he job search process can be intimidating, especially for novice teachers. One of the most effective strategies job seekers can use is to embrace the power of “story.” Your unique set of experiences, strengths, and professional philosophies set you apart from every other teacher candidate. Use the graphic organizer below as a blueprint for organizing your professional experiences into a well-crafted, strategically-organized, and content-rich resume. This organizational tool can also serve as a guide for focused interview practice so that you can confidently share your best professional story.

Networking and Social Media

What is Your Teacher Story?

My Philosophies/My Stories

(take notes about specific details, highlights and artifacts)

Classroom Management

(routines, rituals, relationships, safety, community, student engagement)

Instruction

(student engagement, planning, accomodations, modifications, methods of delivery)

Collaboration

(relationships, accepting/giving feedback, mutual accountability, reciprocity, co-teaching)

Assessment

(checking for understanding, adjustments, self-discovery, formative, summative)

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Networking and Social Media

Mind Your Ps (and Qs): A Pre-Service Teacher’s Primer for Job Searching During Your Program Dr. Carrie Wall Associate Professor of Teacher Education/Teacher Preparation Program Undergraduate Coordinator, Pepperdine University, California

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ou have been accepted into a teacher preparation program and are now entering the classroom as a future teacher instead of a student. Your clinical experiences are significant opportunities to make meaningful connections between theory and practice as well as to hone your emerging skills as a teacher. They also will lead you to something else—job opportunities.

As a teacher educator, I urge my teacher candidates to view a 50hour clinical placement as a 50-hour interview: 3,000 minutes to demonstrate their knowledge, their skills, their employability, and their value as an educator to a future employer. Clinical experience hours are not merely tasks to be checked off your teacher preparation “to do” list; they are valuable opportunities to make yourself known, indispensable, and, hopefully, employed. Do not underestimate the power of clinical experiences to forge professional relationships, highlight your employability, and open job possibilities.

As you begin your next clinical placement, be sure to mind your Ps (and Qs) by honing the following personal and professional qualities.

Job offers are likely to follow.

1. Be Punctual

Arrive exactly when you say you will. Arriving late (especially with a Starbucks cup in your hand) can communicate, “I don’t take teaching seriously.”

2. Be Prompt

Respond promptly to emails, follow through with responsibilities in an expeditious manner, and be a person of your word who can be counted on.

3. Be Polite

From the first contact, communication with your supervising teachers should be respectful and appreciative. Address them as “Mr.,” “Ms.,” or “Dr.” unless they tell you otherwise. Express gratitude for their willingness to host you in their classroom.

You are a guest in their learning community, and your behavior should reflect that.

4. Be Professional in speech, behavior and attire

Compose well-worded emails to your supervising teacher, parents, and/or students that include capitals, periods, proper spacing, and unabbreviated words. Save the sloppy texts for your friends. Keep your virtual presence on social media appropriate, even for your mother to see. Maintain professional boundaries with students and fellow teachers.

Always behave in a respectful manner. Dress to impress.

Though your supervising teacher may dress casually, remember that s/he has a job. You don’t.

5. Be Positive

Embrace all opportunities to learn and grow in your clinical placement. Enthusiastically take on new tasks and put in the extra effort. Assisting at a sporting event, volunteering at a choir concert, or chaperoning a dance demonstrates a concern for students and an interest in being a part of the school’s community.

44 American Association for Employment in Education

6. Be Prepared

On days you are scheduled to teach, carefully prepare your lesson plan, arrive early, have all copies made, and set up technology ahead of time. Demonstrate that you are organized and ready to teach.

7. Be Purposeful

Take notes, ask questions, and be reflective. View your clinical hours as an opportunity to grow and learn as an educator.

Make them count. You learn to teach not just by watching others teach, but through the process of your own teaching.

Seize all opportunities to teach as much as your supervising teacher will allow.

8. Be Proactive

If you want a teaching job, be intentional about cultivating relationships and gaining exposure to those who do the hiring. If you are excited about an upcoming lesson, invite the department chair or principal to come to your class to see you teach. Be intentional about staying in touch with former supervising teachers so that they will keep you in mind when positions open up. You are more likely to get a job at a school where you are already known and respected than at one where your resume is just one of many in a stack on the Personnel Officer’s desk.

9. Polish your resume

While still in your teacher preparation program, ask, “What can I do now to set myself apart later?” To increase your marketability, consider learning a language, honing a technological skill, or adding an extra authorization in another content area, perhaps in a high need area such as Math, Science, or Special Education. Begin with the end in mind.

Think of what you would like to put on your resume, then do what you can now to gain that experience or cultivate that skill.

10. Ponder why you do what you do

As you learn to teach, be sure to reflect on what you believe about the teaching and learning process. Begin to articulate your teaching philosophy and be able to speak about your work. After being in school for 17 years or more, what do you believe about teaching and learning? What is the purpose of education? What should students be taught? How should they be taught? What are the qualities of an effective teacher? What are the conditions under which students learn best? These are questions you most likely will be asked by potential employers.

Therefore, wise teacher candidates will articulate and fine tune their teaching philosophy over their years of preparation.

Searching for a job is a task for the present, not just the future.

Keep your eyes open. Put your best foot forward. Above all, don’t forget to mind your Ps!

Dena Collins General Manager (retired), Personnel Services, Hillsborough County Public Schools, Florida

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n elevator speech is a 30-second introduction, roughly the length of time you’d have to pitch yourself if you had someone’s undivided attention in an elevator. It’s just enough time to make a great first impression on hiring managers or principals. So why not dazzle them?

Networking and Social Media

Why Teachers Need an Elevator Pitch: 5 Keys to Your 30-Second Intro

According to psychological studies, people make an overall judgment about a person they meet within four seconds. Within 30 seconds, they judge your economic level, education level, social position, level of sophistication, and level of success.

Not surprisingly, first impressions can also impact hiring decisions. A survey among members of the American Personnel Consultants indicated that, hiring decisions can be made within the first 30 seconds of an initial meeting. Developing a strong elevator pitch allows you to make that short window of time work for you, not against you.

Let’s say you are at an education conference, a job fair, or just sending an email – any scenario where you have contact with a principal or administrator from a school where you would like to teach. The realistic goal isn’t to get hired after 30 seconds, but to land an interview. You can do it. But you have to prepare.

5 Keys to Preparing a Successful Elevator Pitch: 1.

Choose your words well. Use action verbs to effectively paint a picture of what kind of teacher you are– disciplined, forward-thinking, tech-savvy, responsive, etc. Ask your friends how they would describe you. If multiple people use the same words, incorporate these words into your elevator speech.

2.

List your best accomplishments. Don’t try to include everything; you won’t have time. Avoid telling others that you are awesome. Prove it. Talk about how your students’ test scores improved during your internship. Share information about your academic awards, or talk about the time you were quoted in a newspaper article. If a professor loved the way you prepared a particular lesson plan, mention that.

3.

Avoid cliches and meaningless fillers. Rather than saying that you are you a hard worker, say you spent extra time tutoring. Don’t say you are a team player. Instead, say that you came up with innovative ideas that your math peers used in their classrooms. You want to impart concrete information. Use every word wisely.

4.

Rehearse your elevator pitch until it doesn’t sound rehearsed. Those friends you bugged for descriptive words? Give them your elevator speech. Ask them for honest feedback and embrace it. You might overhaul your speech several times or prepare a few different versions, each tailored to a specific situation.

5.

Exude confidence and always smile. Demonstrate your excitement about meeting this person and your gratitude for this new networking opportunity.

With the right preparation and a polished elevator pitch, 30 seconds can help you land your first teaching job.

All About Me - The 30 Second Version

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Networking and Social Media

An Educator’s Digital Presence Cassie Marotta Elementary Education Major, Grove City College, Pennsylvania

H

ave you ever googled your name to see what results a potential employer or fellow educator would see? As a preservice teacher, you must consider how others may perceive you if they do. If necessary, you should know how to address any negative impressions and promote a positive digital presence. Here are three strategies you may want to consider.

Strategy 1: Create a strong first impression Today, it is common for employers to search social media to learn as much as they can about candidates. What they discover on the internet may determine if you even get the chance to make a good impression at an interview. Therefore, it is critical to monitor and control your digital presence.

Take the time to google yourself. Critically examine your digital presence from a stranger’s point of view. Ask yourself, “How would I appear to others including parents, coworkers, and potential employers?” As a student, you may not have considered how your digital presence impacts your career options. Now is the time to delete undesirable content, if possible, and begin building a professional digital presence.

Strategy 2: Create a professional website Setting up a professional website is a simple, but essential, task for preservice teachers. It can serve as a platform for clear communication with students, parents, and, most importantly, potential employers. When creating a website, include your resume, clearances, projects, and contact information. Organize all this information in a single location, which is appealing to employers. Include examples of your classroom expectations and share highlights of your pre-service and student teaching classroom experiences.

Remember that by creating a personal, professional website, you are control of what others will see about you when they google your name. A well-crafted site can go a long way toward creating a very favorable first impression.

Strategy 3: Build a Personal Learning Network (PLN) Social media is an effective way to expand your personal learning network (PLN). Educators do not have time to “reinvent the wheel.” There is no need to compose every lesson plan or activity from scratch. You can use your PLN to connect with other educators to share teaching ideas and resources. Twitter and Instagram are excellent platforms and are very effective to connect with others in the field. Following specific hashtags and engaging in live chats are great ways to initiate these connections while exploring teaching ideas and resources.

In addition to social media, podcasts will allow you to share practical resources you can use in the classroom. Merely listening to a podcast on your daily commute may provide you with a new perspective on an issue, an idea of how to engage students, or a way to spark a new interest.

Building your PLN does not have to be time-consuming. Begin by simply engaging others for a few minutes a day. What you learn will help you take control of your digital presence and may even help you network with school district hiring officials.

Quick Question:

Why should anyone care what I do online through social media?

Quick Answer:

As a teacher, you are held to higher moral standards than professionals in other fields because you are entrusted with the welfare of children. That trust is gained through your professional and personal behavior. If your personal behavior on social media casts any doubt on your professional competency, you may lose the trust of administrators, parents, school board representatives, community members, and students – all of whom you are accountable to as a teacher. Teachers live a public profession and that includes what you do on social media.

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Tracey Grant Executive Director of Middle School Education (retired), Cherry Creek School District, Colorado

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Rated "R" Social Media Daphne Donaldson Director of Human Resources, East Baton Rouge Parish School System, Louisiana

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e are more digitally connected than ever before, and because of that, I have become more digitally paranoid than ever before. Frankly, it is a paranoia that I have embraced, because it comes from the horror stories of careers being derailed and professional reputations trashed through the many forms of social media. My best advice is to be your own digital stalker. Routinely search yourself out and see how you are viewed by the rest of the world.

cross the country, school district policies are trying to catch up with the Social Media phenomenon as it applies to both student and employee usage. Districts are grappling with employees, i.e., teachers, paraprofessionals, and principals, whose posts are professionally questionable. These issues range from teacher-student contact on Social Media to teachers posting negative information about their students, supervisors, or other employees.

It amazes me how many people seem to hit "like" on EVERYTHING. I equate "like" to co-signing—in other words, that I would be willing to put my name and reputation on it. I am very selective about what I choose to give the thumbs up to. There have been times when reading a post that I am agreeing wholeheartedly with the content and then BAM! The last part takes a detour that frankly doesn't reflect me. It sometimes is riddled with profanity, endorses behaviors that I wouldn't want associated with me, or makes a political statement that frankly would get me in hot water professionally. Invariably, I look at those who "liked" it and think, “You couldn't have read the whole thing!” This is the time to be selective. Remember, sometimes it is best to read but withhold comment.

You may be wondering about First Amendment Rights and whether school districts have the right to regulate what an adult does on Social Media. I understand the First Amendment, and it is clear with regards to a person’s right to free speech.

I guarantee you that our Founding Fathers never could have imagined what we are dealing with today in schools across the country.

Recently, I had a former parent comment in an online post about my new position on my LinkedIn profile. While LinkedIn is a strictly professional social media tool, and I am very strict regarding what I post and my digital presence, his comment stopped me in my tracks for a number of reasons. First of all, he had to search me out to find me. Yes, people with no real connection will do that. Second, he found me, despite the fact that I keep my privacy settings pretty high on any of my social media sites. The lesson here is that parents, former parents, students, former students, colleagues, former colleagues, as well as any people who are interested, will and do troll social media. This insatiable quest for information, tidbits, and desire just to be “in-the-know” sends people on a hunt.

Here is a rule that I have found helpful. If it is not something you would display proudly on your bulletin board in your classroom or feel comfortable with your picture next to as a headline on the news, don't post it. On more than one occasion we have had to process the professional fallout when a student unearths a photograph of a staff member in a compromising situation, even when the pictures are from college days. Imagine the questions that come up when a picture of a drunken employee is posted online followed by the employee taking sick leave on the next day. Remember, every day is an interview.

Networking and Social Media

Monitor Your Social Media Presence

The next time you are about to post something on Social Media, consider these “R” factors before you post it. Ask yourself: ü Do I have the RIGHT to share this? ü Is this the RIGHT thing to do? ü Am I willing to take RESPONSIBILITY if this post goes viral or is shared without my permission? ü Will I REGRET this tomorrow when I am not angry, upset, or guided by my feelings? ü Is the RISK worth the REWARD of 15 minutes of fame or shame that may come from this posting? ü Am I READY for the social, emotional, verbal, or legal battle that may occur after I post this?

I advise you to take a breath and consider venting in another manner. We’ve all been there, but just because a response comes up to our brain doesn’t mean it must come out on the internet. In this profession, you will have good days and bad days, but remember whatever you put on the internet can be shared and reposted well beyond what you had planned.

It is best to be your own online stalker. Get in the habit of looking at your profiles from the view of a student, a prospective employer, and even your parents. Your profile is a potential interview. Your posts show what you are communicating about yourself, your sense of responsibility, and your professionalism.

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Networking and Social Media

Optimize Your Social Media Presence To Showcase Your Professionalism Melissa O'Neill Regional Chapter Coordinator/Social Media Coordinator, Kappa Delta Pi, Indiana

P

rincipals and human resource leaders review social media accounts during the hiring process. Cultivating a teacher account on Twitter, Instagram, or LinkedIn provides you an opportunity to display your unique teacher voice, skills, and talents to provide hiring agents with a deeper look into your abilities. You can also use this account to gain insight into potential employers and their personalities as well as career trajectories.

Start early to develop your professional presence on your favored social channels. Developing your brand or voice as an educator may take years, but getting started early allows you to exhibit your growth and lessons learned. Your social personality should be both professional and authentic. Every post should be thoughtful about your content and connections.

Here are a few ideas to get you started in developing your personal teacher brand: 1. Share your ideas Display your projects, lesson plans, created materials, and ideas for improving your instruction. Also, share how classmates and students responded to help other teachers know how they might apply these ideas in their own classroom.

2. Showcase success Profound moments and accolades will help you stand out. When you receive feedback, share with your followers as to how you earned it. They’ll likely want to mimic you! These records can also help you track what you would want to share during an interview.

3. Don’t hide your failures Teaching may feel vulnerable and uncomfortable at times. You might be tempted to hide what you feel are failures. Instead, write about how you recovered from a difficult moment, such as a failed lesson, and how you would change that lesson now.

4. Connections matter Start making connections now! Take time to connect with local schools, principals, and teachers as social media provides you a free and easy form of networking. ü

Tip 1: Begin with fellow alumni from your program. You already have the connection from a shared experience giving you a perfect reason to connect. When appropriate, message them for information about their school, potential jobs, and advice for the application process.

ü

Tip 2: Many schools and principals have active accounts where they often share events of the week. This insight can help you see if a school matches your teaching philosophy. Interacting authentically with posts may provide name recognition for you as well!

ü

Tip 3: Local and national teachers of note, including State Teachers of the Year, also provide ample amounts of professional development and ideas. If becoming an award-winning educator is one of your goals, learn from as many of these examples as possible.

Beyond your teacher presence, be sure to exercise prudence on your personal accounts. Even if your professional account is public and your private accounts secured, your personal posts may still come up during searches. While you can attempt to delete the past or use security controls, the internet is forever. By putting your skills first, you can stand out from other candidates.

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Jeanne R. Fitzgerald Career Development Coach/Program Manager - Career Center, University of South Carolina

Y

ou already know the perils of displaying questionable content on such sites as TikTok, Reddit, Twitter, and Instagram.

However, as a teacher candidate, you may wonder, “Do I really need a LinkedIn profile?” The resounding answer is YES especially since LinkedIn has approximately 675 million users.

Networking and Social Media

I’m a Teacher Candidate - Do I Really Need a LinkedIn Profile?

You want to be one of them. Here’s why. Seventy-percent of employers do research candidate profiles on social media.

Data also show that 57% have found content that excludes candidates.With so many employers using social media to eliminate candidates, why not give them a reason to include you? Imagine this: You are on the job hunt. That well-written resume, cover letter, and completed job application for your dreams has landed you an interview. You successfully navigated your way through the interview process, including delivering an engaging demonstration lesson. You pass the reference check. It sure feels as if all your hard work is about to pay off. What you don’t know yet is that the committee has narrowed the field to you and two other candidates. How will they decide who is selected for the position?

They just might turn to social media - any media - to learn more about you. You have already removed questionable posts and pictures that could be misconstrued and hurt you in the job search process or even eliminated your accounts. What you might not have considered is how an effective LinkedIn profile can actually have a positive influence on your candidacy.

For example, you can use LinkedIn to showcase your professional knowledge, related experiences, creativity, love for children, and passion for teaching. You can also upload documents and media, which demonstrate classroom initiatives, group projects, volunteer work, differentiated lesson planning, fliers, newsletters, and photo collages. You can grow your professional network by connecting with individuals and following organizations dedicated to the education field. All of these are effective in demonstrating your commitment as an educator to a potential employer.

Think of it this way. You won’t know if the interview committee examines the social media of their candidates. However, if they do, wouldn’t you want to be the one using LinkedIn to your advantage?

(Use additional articles in the Job Search Handbook to help you create and enhance your LinkedIn profile.)

NOTES

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Networking and Social Media

Twitter: A Place for Professionals Giulia Pucci Fourth Grade Language Arts/Social Studies Teacher, Northwest Independent School District, Texas

M

illions of people use Twitter every day. The social atmosphere of Twitter is all-encompassing, allowing people in nearly every field of study or interest to find a pocket of kindred spirits. The world of education is booming through Twitter, allowing professionals access to experiences, expertise, ideas, and motivation at their fingertips. Let’s explore ways to use Twitter as a professional platform.

Create an Account. Think about how you will use your account. Your account will look much different if you are using it for Professional Development as opposed to an account for your classroom. When selecting your username, select a professional handle that includes your name, alma-mater, school, or school district, an important association, etc. If someone were to look you up, your username should depict your purpose and your audience. Your handle is your first impression on other users – treat it well!

Build Your Profile. Like your Twitter handle, your profile will serve as a first impression. ü

Your Biography will serve as your tagline. It should be short, to the point, and tell something about your purpose and personality. Some possible information to include could be your current place of employment, certifications, alma-mater, year of graduation, or a favorite motto.

ü

Your Profile Picture should be a clear, professional photo that only depicts you. This picture should be consistent across all professional social media.

ü

Your Header Photo is a great place to express some creative license, but avoid any artwork that you do not own. Keep it clean, professional, appealing, and true to you.

ü

Twitter may ask for some Additional Information like a website, location, or privacy settings. If you do not already have a Digital Portfolio or a Class Website, build one and post it. When selecting location settings, keep your audience in mind.

If this is an account for your class to follow, keep the location settings turned off. If you’re seeking potential employment, turn them on. Keep this in mind with your privacy settings. This is a personal preference, but also a matter of safety. Don’t ever share your classroom number, students’ names, personal information, or copyright-sensitive material.

Follow Other Professionals. Search for authors, researchers, superintendents, schools, speakers, and other teaches in the field of education – many of them are on Twitter and ready to learn with you! If your Twitter is for Professional Development, you may want to keep your account set to public so other educators can learn from you. You can follow me, too, at @ GiuliaPucciEDU! Tweet. Share your questions and observations in education to your followers. Use hashtags (# followed by a word or phrase without spaces) to connect yourself with other people Tweeting about the same topic. Hashtags link your Tweet to a database of other Tweets that share the same hashtag. Try out Twitter chats, where people from around the world meet online at a certain time and communicate through a thread of hashtags.

Enjoy your adventures in digital learning! A world of knowledge is at your fingertips, and making your professional Twitter account is the first step to enriching your digital experience!

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Hannah Wright-Turk Katy Gibson Elementary Teacher, Virginia Middle School Teacher, Pennsylvania

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s a pre-service teacher, there are many projects, lesson plans, assignments, and field experiences that you want to showcase–but how do you keep it all together? The answer is by making a digital portfolio! Creating a digital portfolio is an efficient way to organize all your materials. It is a great way to record past experiences that can be reflected on later in your career. Also, other professionals in your field will be able to view your digital portfolio and provide feedback. Create it in a way that distinguishes you from others.

The first step to creating an outstanding portfolio is to find out which website you want to use to create it. Websites include Weebly, Wix, Google Sites, and Wordpress. The first impression of your digital portfolio is the welcome page. You need to make sure that it gives insight about yourself and that it tells the purpose of your portfolio.

It is also a good idea to include a professional photograph of yourself.

Next is to make clear and precise tabs for all your information for easy navigation and to increase your profile’s appeal. Some standard pages that appear in a digital portfolio include: ü Welcome ü About me ü Resume ü Contact information ü Teaching philosophy ü Lesson plan examples ü Photos/videos of your work

Aesthetics is more important than some realize; if you have a portfolio that no one can easily read, then no one will know about your wonderful classroom management strategy or that awesome field experience you had. Simple is better, and it's always better to keep things to a minimum. For instance, when placing pictures in your digital portfolio, be sure that the pictures directly relate to what you are talking about. If there is a picture of you working in the classroom, be sure to identify what is going on in the picture and how it relates to the tab or section where you have placed it. In addition, document that you have permission to use the photograph taken. Less is more, so only choose the very best pictures and examples to put in your digital portfolio as examples of your work.

Networking and Social Media

Creating a Digital Portfolio: How to Make Yourself Stand Out from the Crowd

When you have finished with all of your content, organization, and presentations, always be sure to be the first person to preview your portfolio. Use another computer or log out of your website builder account so that you can see it through ‘'public” eyes. Visit every single page and make sure all content has been properly shared, linked, and that it can be viewed. Make sure there are no formatting issues with pictures or paragraphs. View your portfolio critically, and ask a friend to do the same with fresh eyes. When it has been checked and re-checked, you are finally ready to present yourself in the digital age in the best way possible!

Once you have perfected your professional digital portfolio, consider creating a positive and professional social media presence. You can use tools such as: Linked in, Twitter, Facebook, and Instagram. This way you will be able to make a presence and communicate/network with other educators. In addition, you will be able to share your digital portfolio easily for others to view. Their feedback could help improve your lessons and also help with the job search.

In sum, a professional digital portfolio is very beneficial, and it is easy to continue to grow for years to come.

Sample portfolio site created on Weebly.com

51 American Association for Employment in Education

Preparing for Interviews and Job Fairs

It's Time to Land Your Perfect Job in Education. How? Cheri Bradford Recruiting Specialist, Prince William County Public Schools, Virginia

I

t’s time to find your perfect job in education. A great teacher is an asset to any school division, and finding the right place is the first step in being a great teacher! But where do you start? Here are some tips to ensure you land the right job in the right division.

Do Your Research Not sure which division is where you belong? Start looking them up. There is so much information to find – everything is on the internet now – USE IT! You’ll be able to see the size of the division, their strategic plans, their philosophy on learning, their equity statements, and so forth.

Get Noticed Crafting a resume can truly be an art form. It can also be a source of anxiety. What should I include? What should I leave out? Can I inject some of my personality, or should it be sterile and to-the-point? As the person in our division that sees every single resume that comes from recruiting events, I’ve seen them all, and I’ve seen some things that would make you shake your head and ask, “Why?” Here are some tips to ensure your resume gets all of your pertinent information to your potential employer: • It should go without saying, but make sure ALL of your contact information is front and center! You should include your name and any contact information needed to set up an interview.

I’ve received resumes without phone numbers and/or email addresses, and even one or two with no name. If we can’t contact you, we can’t hire you!

• Feel free to personalize it so “YOU” shine through but choose fonts and colors that are easy to read. You don’t have to stick to the classic font choices, but if the font gets too elaborate, it can sometimes be hard to read (L and 1 can be hard to differentiate as well as O and 0). Using a colored font is fine, but lighter colors can also be hard to read.

• Check your email address. Email addresses are free, so, if necessary, create a new email just for your job search. The email pun that was funny or clever in high school and college just may not be professional.

• Ditto for your voice mail. The outgoing message you recorded at midnight on Saturday may not put your best foot forward.

• Include your education with any degrees you hold along with any certifications and/or endorsements. List any licenses you hold even if it’s for another state or expired. Our division hires based on eligibility, so even an expired or out-of-state license would qualify you for hire.

• Proofread, proofread, proofread! And, then proofread again!

Grammatical and spelling errors flash like beacons, and they send the message that you weren’t interested enough to take the time to fix them. After you proofread, have someone else check it for you. Fresh eyes never hurt!

• Consider printing a copy of your resume to review – things that look good on the screen don’t always translate well to paper.

Since you’ll likely be handing out paper copies at events, you don’t want to have to scramble at the last minute to fix something that didn’t print correctly.

52 American Association for Employment in Education

Make a Lasting Impression It’s time for your interview! Most of us get nervous at the thought of interviewing, but with the proper preparation, it’s a less daunting task. While some of us will never get rid of all the interview nerves, feeling like you’re ready will definitely help!

• Dress professionally.

• Solid colors and conservative cuts are always safe. If you’d like to inject some of your personality, consider doing so with accessories – a brightly colored necklace or tie can convey your lighter side.

• Choose moderate heels/professional shoes.

• Scale back the perfume/cologne.

• Limit jewelry.

• Have clean and neat hair and nails.

• Remember – you don’t have to spend a fortune on clothing to be professional. If you’re just starting out, you can find “staple” pieces almost anywhere – discount stores, thrift stores, or even your friends’ closets!

• Greet everyone in the room. Whether the interview is one-onone or a panel, address each person in the room with a firm handshake and eye contact. If you can use their names – bonus points!

• Take printed copies of your resume with you. Chances are, they’ll already have it printed, but it shows you prepared ahead of time. Also, it’s not a good sign if they ask you for a copy, and you don’t have one!

• Practice. It’s a good idea to have someone role play the interview with you. You can always search the internet for lists of possible interview questions. Have a friend interview you, so you can practice your answers.

• Interview the interviewers. Remember that the interview isn’t just for them to see if you’d be a good fit– it’s also a chance to see if that school is right for you. Prepare a list of questions before you go, and when asked if you have questions, ask them!

• Some topics you can ask about include: •

Salary scale

•

Contract length

•

Pay schedule – monthly, semi-monthly, weekly? Is it 10or 12-months?

•

Benefits

•

Class sizes

Looking for your perfect job doesn’t have to be an impossible task.

With some planning and preparation, you’ll be well on your way to finding your “home” in education, and you can look forward to a fulfilling, satisfying career shaping the future!

Brian Murphy Emily Douglas-McNab Transformational Leader of Strategic Management, Co-Founder and Chief, Experience Management Institute, Toledo Public Schools, Ohio Ohio

W

e’re going to be honest. It’s not always about you. That may be harsh, but it’s reality.

People tend to forget this important fact when it comes to interviewing for a new job. They spend countless hours revising their cover letter, thinking about possible interviewer questions, and daydreaming about what they can buy with their paychecks. But they often forget one very important part of the interview preparation process– researching the organization and the job for which they are applying. In our experience, people of all ages and backgrounds make this mistake, and we are here to make sure you do not follow in those footsteps.

Researching the items listed below demonstrates that you care enough to do your homework and proves to the interviewer that you really want this job. Not doing your homework can make you seem disinterested or entitled, neither of which is a good way to start the job search relationship. Here are ten questions that you should be able to answer before your first interview:

1.

Who is this district? Even if you choose to submit applications

2.

Who do they serve? A teacher must be able to effectively

3.

How do they approach teaching and learning? Some districts have a whole child approach to educating students, meaning that each child has an equal opportunity for success through various school and community supports. It also means providing supports for each child’s academic and non-academics needs. Other districts have different theories of teaching and learning based on factors that stem from the communities that they serve. Understanding those approaches prior to an interview should help you think about how you can be successful.

to multiple districts, you still need to know the basics. What type of district is the one to which you are applying– urban, suburban, or rural? How many students do they serve? Who is the Superintendent? Who are other key leaders? Who will be on your interview team and what are their roles?

work with all learners. Understanding the demographics of the students in the district or school is important.

4.

Where are they going? We know that you are looking at teaching positions, but understanding the vision, mission, and goals of the organization can give you an idea of the district’s overall direction and how you can emulate the district’s goals in your classroom.

5.

What do they believe? Values are the foundation on which

6.

culture is built. Understanding an organization's stated values can help you decide if this district or school will be the right fit for you. This information can also help you think about how you can best instill these values in the students and families you serve.

What is the reality of the situation? Data plays a key role in today’s education system. Taking time to look at data from the building, grade level, or subject you would teach is important.

You may be asked about this data during the interview.

7.

How will they support you? Being a new teacher is hard.

This is why support structures are so important. Many districts share information on how they support teachers as a way to recruit new hires. This could include onboarding, professional development programs, mentors, and more.

8.

How do they communicate? Having an idea about the technology tool or channel the building or organizations uses to communicate with parents is something you need to know to be effective at your job.

9.

What's in the news? Taking a moment to look at local news coverage or the building Facebook page is a smart research strategy. Have ideas on recent successes specific to academics, sports, clubs, volunteering, and more. These ideas can help you think about the overall culture of the school. District staff get excited when they know that you are informed about recent events and can create a more personable and comfortable interview experience.

Preparing for Interviews and Job Fairs

Job Interview Preparation: 10 Tips for Effective Research

10. How much will you make in the job? Determine how much

the position pays and what benefits it includes. Be honest about whether this compensation package will work for you. If not, perhaps it is not the best use of your time or the district’s time to move forward with the interview process.

Now that you know what to research, where do you go to find information? Starting with the organization's website is a must. Many districts post their strategic plans, mission statements, goals, data, and more on their websites. If you are lucky enough to find all of this in one place, your job just got easier! Doing basic searches on the internet may be able to help you with your research as well. Another great resources for district and building data are state education departments. Finally, social media pages can also provide you with a wealth of recent information. Many districts or buildings have Facebook pages or Twitter accounts. Take a moment and look at their followers, posts, and other information provided in the about me sections.

Finally, how do you use this information? There are two ways to ensure that the interviewer or team knows you cared enough to learn about the organization. First, you can always just say, “When I researched the organization I learned that…” While blatant, it gets the point across. The other option is to incorporate the information you learned into your questions responses. For example, if you are asked, “How would you go about communicating with parents?” You can then respond, “I see that the district uses a platform to share building information and student grades with parents. I can envision utilizing that system in numerous ways such as…”

While all of this advice may be overwhelming, if you have been invited for an interview, it is because the employer sees something in you. Preparing appropriately is how you can demonstrate to the interview team that you are the right person for the job.

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Preparing for Interviews and Job Fairs

Ace Your Job Interview with Intentional Preparation Sherri L. Morris Teacher Talent and Retention Administrator, Wake County Public School System, North Carolina

A

s a recruitment specialist for a public school district, I have conducted interviews with hundreds of soon-to-be-teachers. Some of these interviews have been productive exchanges resulting in employment offers; others have been time poorly spent. I have found that the most common determining factor between productive and unproductive interviews is not the knowledge or teaching potential, but the intentionality of the candidate’s interview preparation. The interview experience is far more positive when the candidate has approached this important professional conversation with intention and thoughtful preparation.

As you begin your job search, be encouraged to adopt these interview preparation strategies: ü

ü

Capitalize on your student teaching semester by immersing yourself fully in your school. Observe in special education classrooms, volunteer to tutor in an ELL classroom, chaperone a school dance, and build relationships with parents during carpool duty. Teaching is a dynamic profession and interviewers are not looking for one-dimensional candidates.

Find creative ways to diversify your internship experience.

Think about your daily work in the classroom and identify broad topics that interviewers will want to discusscollaborative instructional planning, positive classroom management strategies, equitable learning opportunities, and establishing relationships with students, colleagues, and parents, are good starting points for your preparation.

to demonstrate your understanding of the answers you give.

Stories and relevant examples help interviewers “see” you in the classroom and visualize you as a teacher. ü

Write out your responses to practice interview questions.

Similar to a lesson plan, writing out your responses allows you to focus your thoughts and fully answer the question being asked.

ü

Practice! But don’t rehearse. Your answers should sound conversational, not scripted. However, you do want to be familiar enough with key interview topics to confidently respond to interviewers’ questions.

ü

Keep your answers to 60-90 seconds; any longer and your answers are likely unfocused.

ü

Make interview preparation a priority. Schedule dedicated time on your calendar for focused, uninterrupted interview work.

ü

ü

Research the school and district with which you will be interviewing. Interviewers will expect that you have some level of familiarity with their schools and/or districts. The more you know about a school, the easier it will be for you to highlight how your skills and experiences make you the perfect fit for the job.

Work with a peer or small group. Have each person answer the same set of interview questions, then compare and discuss your responses. Considering multiple perspectives is an effective strategy to more fully develop your interview responses.

ü

Investigate common interview questions for educators.

There are many sample questions available online, and your university career services office is a wonderful resource for practice interview questions.

Complete mock interviews. Your college career center, your mentor teacher, an administrator in your school, or even a friend or family member can serve as a practice interviewer.

The more you engage in talk about teaching, the more comfortable you will be on interview day.

ü

On interview day, dress professionally, arrive early, and relax.

You’re ready for this!

ü

ü

Incorporate classroom examples and stories into your answers

List Your Top Questions for a Potential Employer...

54 American Association for Employment in Education

Julie Paskiet Career Advisor, Career Exploration and Development, Kent State University, Ohio

A

s a job seeker, you have likely reviewed lists of common interview questions, received advice from the staff at your career center on how to prepare for interviews, and read articles on what school districts are looking for when interviewing teachers.

With your interview approaching, the do’s and don’ts below are designed to help you answer some of the most common interview questions.

Tell me about yourself.

DO: ü

Provide a brief overview of your experiences and how they relate to the position

ü

Talk about what is important to you and what is important about you as it relates to the position

ü

Take advantage of this opportunity to highlight your strength

society. I have a personal responsibility to help make the world a better place and teaching allows me to fulfill this responsibility. When I worked as a counselor at an outdoor summer camp, our students attend for a period of one week. They came from all backgrounds and educational settings, and I found that my favorite experiences were the interactions I had with students who had little experience with the outdoors and those who were hesitant to participate in outdoor adventures or demonstrated little interest in learning about the environment. I loved watching these students grow as they engaged in activities and learned to appreciate nature. This experience shaped my desire to teach. It showed me that I have the ability to encourage students’ curiosity and to engage students in meaningful learning. I saw firsthand that teachers really do have the power to shape the next generation.”

DON'T:

DO Example:

ü

Speak in clichés

“I will graduate in May with a degree in Early Childhood Education, eligible for licensure in pre-k-3. I am also working towards adding endorsements in grades 4-5 and reading. My most recent experience has been student teaching in a second-grade classroom where I have utilized my strengths in classroom management and organization to facilitate student learning. In addition to my classroom experiences, I have also worked at a summer camp for children of all ages, ranging from preschool to high school. This experience solidified my passion for helping students fuel their curiosity and desire for learning, and I bring this passion into my classroom every day.”

ü

Be too brief and fail to expand on your answer by sharing relevant examples

DON'T: ü

Read directly off your resume

ü

Ramble or lose your train of thought

ü

Spend too much time explaining your experiences; you’ll have time to share more detail later

ü

Talk about things that are not related to the position

DON'T Example: “I’m graduating in May with a degree in Early Childhood Education.

This semester I am student teaching at Ravenna City Schools in a second-grade classroom under Mrs. Sett. I have 20 second-graders in my classroom. I teach math and social studies classes each day and run the spelling test every Friday. Prior to that, I did my field experience in a kindergarten classroom and a fifth-grade classroom.

I’ve also worked as a server for Madison Country Club and I worked as a painter for a landscaping company. In my spare time, I like to read young adult fantasy novels and take my dog on hikes at the local park.”

Why do you want to be a teacher?

DO: ü

Engage the interviewer in your story

ü

Demonstrate your passion for teaching by sharing examples and stories

DO Example: “I want to be a teacher because I believe teaching is the most important profession that exists and that teachers are pivotal to developing the lifelong learners needed to maintain a successful

Preparing for Interviews and Job Fairs

Answering Common Interview Questions

DON'T Example: “I’ve always wanted to be a teacher since I was a little kid. I want to be a teacher because I want to help kids.”

Why should we hire you?

DO: ü

Recap the highlights from the rest of your interview

ü

Focus on your strengths and what differentiates you from other candidates

DO Example: “You should hire me because I am a well-prepared, capable teacher who is dedicated to success for each of my students. I also create and possess strong collaboration skills. I enjoy exploring new ideas and developing creative approaches to my lessons to ensure that all students understand the content and experience success. I work collaboratively in everything I do, and I know that collaboration is a focus within your school. While I am not afraid to bring creative and innovative ideas to the team, I also understand how important it is to listen and to learn from my colleagues. In short, I am confident that I will be an asset to your school and I look forward to the opportunity to join your team.”

DON'T: ü

Answer questions too generically

ü

Demonstrate a lack of confidence by failing to give a solid response

ü

Hesitate to share how your skills will benefit the school

DON'T Example: “I think you should hire me because…well, because I’m a good teacher, and I care about the kids. I think I might be a good member of your school, and I’m willing to help out where needed.”

Remember that confidence and preparation are the keys to capitalizing on your interview to showcase your abilities and find your perfect teaching position.

55 American Association for Employment in Education

Preparing for Interviews and Job Fairs

Top Ten Interview Questions Asked by School Administrators Dr. Robert Feirsen Dr. Seth Weitzman Chair, Education Department, New York Institute of Adjunct Assistant Professor, Mercy College, New York; Principal Technology; Superintendent (retired), Garden City Public (retired), Hommocks Middle School, New York Schools, New York

T

o identify our “Top Ten Interview Questions,” we surveyed fellow school administrators, asking them to submit the most frequently asked interview questions. But before we divulge our list, consider these two all-purpose tips: First, preparation is key. Learn as much as you can about the school before the interview. Browse the school’s website online, study School Report Card data, maybe question neighborhood parents. Research will help you anticipate questions. For example, if you learn the school adopted a one-to-one computer initiative, you can bet you will be asked about using technology in the classroom.

Or, if you discover the PTA sponsored an informational meeting about the Common Core, interviewers are likely to ask how you would implement the standards in your classroom.

Second, your responses to interview questions should be approximately two to three minutes long. In an interview scheduled to last 30 minutes consisting of ten carefully planned questions, we’ve seen candidates talk themselves out of the job by droning on for 15 minutes while answering the first question. If you practice interviewing with a timer, you’ll learn to pace yourself. Remember that two to three minutes is actually quite a long time to make a statement: if you are well prepared for the interview based upon your research and the practice you’ve had answering anticipated questions, your responses will be clear, well informed, and well received.

Here are the Top Ten Interview Questions from our poll of school administrators: 1. Tell us about yourself.

By starting the interview with this fairly easy question, we’re helping raise the candidate’s confidence. First impressions often last, so be sure you are well practiced answering this first and most common question.

Focus on your educational background and your work experiences, and highlight your strengths. If there is something of which you are particularly proud, this can be a good time to mention it.

2. What is your philosophy of teaching?

The interview committee will be evaluating whether you are a reflective practitioner, the most important characteristic that distinguishes a future master teacher.

What professional books, pedagogical theories or education gurus have shaped your practice? Summarize how these principles will be implemented in your classroom.

3. Describe an effective lesson.

56

Since this question is so comprehensive and critical, this is the one response that can go beyond 2-3 minutes.

Begin with an explanation of the objective and your primary considerations in planning the lesson. Moving ahead, describe what students will be doing during the

American Association for Employment in Education

lesson and your role. How will you differentiate to meet the diverse needs of all learners? How will you assess whether students are learning? If you have a portfolio, you can open to a page displaying photographs of the actual lesson in progress.

4. How do you differentiate instruction?

You may encounter various forms of this question including, “How do you address the needs of students with disabilities?” “How do you group students for instruction?” and “How do you work with gifted learners?” In each response, it’s best to try to integrate what we know about best practice with specific strategies and activities you have implemented, or can implement, in the classroom. The school wants to know that you can work effectively with students from all points along the achievement continuum.

5. Be ready to address questions specific to the grade or discipline you would be teaching.

Elementary and middle school teachers can count on questions about the Common Core and/or any standards the state or district has adopted. Science and social studies teachers have new standards too, developed by their professional associations. If you’ve carefully researched the school, you can take an educated guess about what will be asked. For example, you might notice references on the school website to literacy blocks, middle school philosophy, or college and career readiness.

6. What is the role of assessment?

How do you use both formative and summative assessment to monitor student learning and inform instructional decisions? What tools do you use, for example, rubrics or analytic reports? You’ve taught it, but how do you know that they’ve learned it? Once again, a portfolio will come in handy to share an example or two. Many schools will inquire how you will prepare students to take high stakes standardized tests.

7. Tell us about a challenging student you taught.

After a brief summary of behavior and learning concerns, discuss your action plan and the impact of the intervention. The interviewers will expect to hear multiple strategies. In addition, it can be very impressive to add to your response new strategies you’ve learned since the situation transpired because this shows continuing professional development.

8. How do you partner with parents?

In forming a partnership, demonstrate you are both proactive and reactive. Proactive teachers keep parents informed of what is being taught and how individual children are progressing. The committee also wants to know how you would react to challenging situations by involving parents. You may cite a genuine success story.

Once again, researching the school before the interview will pay off. There are several motivations underlying this question. Interviewers want to know you’ve done your homework. They want you to recognize their school is a special place before you are invited to join the faculty.

There is always a connection between a classroom and the community just beyond the school walls. In a diverse community, for example, curriculum must honor all cultures.

10. Tell us about your involvement outside the classroom.

It is best to give actual examples if you were a coach, initiated a student club, chaperoned school dances and concerts, joined faculty committees, attended professional conferences, or made a point of cheering on a troubled student playing a sport after school. If you are just starting out, express your enthusiasm for working with students before or after school, and cite relevant experiences, interests, and training that align with these activities.

Last, we offer this “bonus” question, which is really not a query directed toward you, but an opportunity for you to ask for information.

What questions do you have for us?

When you hear this question, you know you’re almost finished! You might have one or two questions in mind, but by the time you reach the end of the interview, candidates have an understandable tendency to forget. That’s why it’s a good idea to jot these questions on a legal pad and bring them with you to the interview; take out the pad when you first enter the room and place it in front of you.

Don’t ask a question if the answer is readily available on the school’s website; for example, “How big is the school?”

Posing questions about salary and benefits during the initial interview is also bad form. Ask a genuine, essential question you really want to know. Some candidates turn around questions they were asked earlier in the interview. “What qualities are you looking for in a teacher?” “What do you believe is the proper role of test prep?” These questions will help you decide whether the school is right for you.

Keep in mind that many questions are now asked in situational form: they start with, “Tell us about a time when….” No matter what the format, being well prepared is the best strategy for any interview. It’s a proven formula for success.

Linking Social Emotional Learning (SEL) Concepts into Your Interview Dr. Toni L. Mild, Dr. Jessica Hall-Wirth, and Dr. Ashlea RineerHershey, College of Education, Slippery Rock University of Pennsylvania

T

here are many topics and skill sets that you should highlight on your resume and during the interview process. Some of these may include differentiated instruction, knowledge of Individualized Education Programs, components of an effective reading program, Multi-Tiered System of Supports (MTSS) and use of technology within the classroom. However, another topic has become increasingly popular and beneficial in the world of education - Social Emotional Learning (SEL).

Preparing for Interviews and Job Fairs

9. What do you know about our community and our school?

Social Emotional Learning (SEL) encompasses teaching students’ certain skills so they can become a well-rounded individual.

Many SEL curriculums focus on empathy, social skills and managing emotions. They teach students how to effectively understand and regulate their feelings and emotions so that they can build healthy relationships, achieve goals and ultimately be successful in their communities.

If you are not familiar with SEL or its components, make yourself aware by visiting one of the leading organizations in SEL, the Collaborative for Academic, Social and Emotional Learning (CASEL) website. You can find a wealth of information and many resources on their link: https://casel.org/what-is-sel/.

CASEL has created a framework that outlines their five core competencies of SEL. When these core competencies are implemented within the classroom setting, schools can see an increase in school attendance, a decrease in dropout rates, an increase in positive student behaviors and better grades.

Incorporating SEL components into the interview process can show each district that you are up to date on new initiatives within the field of education and have a proactive philosophy on how to promote student success both socially and emotionally. Consider taking it a step further and building a lesson plan that incorporates the SEL components to showcase your ideas.

Perhaps by including SEL within your resume or interview, that could be the ‘thing’ that sets you apart from other candidates – and ultimately makes you their candidate of choice.

References: Collaborative for Academic, Social and Emotional Learning. https://casel.org

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Preparing for Interviews and Job Fairs

Be Prepared for These Common Interview Questions Dr. Thomas A. Kersten Dr. Allison Slade Professor Emeritus, Roosevelt University, Illinois Director of Instructional Leadership, Roosevelt University, Illinois

O

ne of the most exciting aspects of the job search process, especially for candidates completing their teacher education programs, is receiving a call for a personal interview. Whether the interview is in person or remote, you want to be as prepared as possible to respond well to questions you will be asked. Hiring administrators put great weight on the interview component. To help you be as prepared as possible, we surveyed almost 4,000 elementary, middle school, high school, and public charter school principals to identify questions administrators would most likely ask teacher candidates. Summarized below is a synthesized list of the most common questions.

differently? ü

How do you differentiate classroom instruction to accommodate all students?

ü

What is the number one factor that contributes to student learning??

ü

What would you do with a student who continually fails to complete homework?

ü

What do you see as the single most important variable impacting student learning?

Classroom Culture Management

Getting to Know You

ü

ü What is the most important reason that you went into teaching?

How do you create a classroom climate where students are excited to come each day?

ü

If I walked into your classroom during an outstanding lesson, what would I see?

ü

What is your experience with positive behavioral interventions and supports (PBIS)?

ü

How do you feel about noise in the classroom?

ü

Describe the toughest disciplinary situation you encountered and how you handled it?

ü

If you were having classroom management difficulties, when and whom would you ask for help?

ü What is it about this position that attracted you? ü Describe a personal experience that had an impact on your teaching? ü If I were to ask your most challenging students to describe you in three words, what would they say? ü What would your worst critic say about you? ü What are you most passionate about? ü What makes you the best candidate for this position?

Interpersonal/Communication Skills

Equity & Inclusion ü

What experiences have you had working with diverse groups of students?

ü

Describe a time when you had a conflict with someone. What was the situation and what was the result?

ü

ü

If confronted by an angry parent (or colleague) on an issue, how would you respond?

How do you create a classroom environment that recognizes cultural diversity?

ü

ü

How important is it to be liked by your students?

How have your life experiences shaped your understanding of students and families from diverse cultural backgrounds?

How would your students know that you genuinely cared about them?

ü

ü

How do you accommodate students with special needs?

ü

ü

When is it appropriate to talk about your co-workers?

How would respond to a student or colleague who made a racially/culturally insensitive comment?

ü

Have you ever taken part in a conversation about race/culture in an educational setting? If yes, describe the conversation and how you reacted to it.

Instruction & Assessment ü

If I walked into your classroom on a typical day, what would I observe?

ü

What instructional strategies have you found most effective?

ü

How do you know if your lesson was successful?

ü

With the recent increased use of remote/online instruction, what have you learned about how to make it an effective instructional tool?

ü

What specific online platforms have you used with remote instruction?

ü

What are the most important components of a balanced literacy program?

ü

Describe an assessment tool that you’ve found to be highly effective for measuring achievement?

ü

How do you measure student success?

ü

Tell me about a student who did not make the growth you had anticipated. If you taught this student again, what would you do

58 American Association for Employment in Education

Personal Development & Self-Reflection ü

During your student teaching, what did you find most challenging?

ü

How do you judge whether you are successful in the classroom?

ü

Describe the best lesson you ever taught and explain why it was great.

ü

Describe the most effective professional program you have experienced.

ü

What was the biggest mistake you have made as a teacher?

ü

What have you read lately or what professional development program have you attended that led you to make a change in your teaching?

ü

Describe a challenge you faced during student teaching and what you learned from it.

ü

How do you keep parents informed and involved in their child’s learning?

ü

You have a student who is consistently misbehaving during class. What approach have you found to be most successful when discussing the problem with parents?

ü

What does a high functioning professional Learning team (PLC) meeting look like?

ü

How would you foster teamwork within your grade level or department?

ü

When working with colleagues, do you tend to be more of a team member or team leader?

Preparing for Interviews and Job Fairs

Collaboration

Other ü

Is there anything you would like to tell me about yourself that you haven’t had a chance to share?

ü

How do you set short and long-term professional goals?

ü

What new ideas would you bring to our school?

ü

If I went to your social media page, what would I learn about you?

ü

Is there anything I didn’t ask that you were hoping I would?

Located just 15 minutes outside of downtown Denver, Colorado, Westminster Public Schools is a culturally and ethnically diverse school district that offers an excellent community, friendly work environment, a very competitive salary, and benefits. Teachers beginning salary starts at $56,690 per year. The beginning salary for teachers with an MA degree is $65,810 per year. Top-earning teachers may earn up to $100,000 per year. Opportunities are available right now. To learn more, or to apply, please visit our website at westminsterpublicschools.org or at 6933 Raleigh St., Westminster, CO 80030, or call (303) 428-3511. Diverse and bilingual candidates are encouraged to apply.

Questions to Ask Candidates are often asked at the end of the interview if they have questions. Asking appropriate questions strengthens your interview as well as provides a way for you to learn more about the school while demonstrating your professionalism.

At the same time, asking the wrong questions can be detrimental. Avoid asking any questions that can be perceived as negative. Administrators will see these as “red flags.” Also, avoid any that are focused on salary or benefits. These will be answered at the time of a job offer. Listed below are several questions you may want to consider. ü

What are you most proud of about your school?

ü

What would faculty, students, and parents identify as your school’s greatest strengths?

ü

What are the school’s top priorities for the next school year?

ü

What are your expectations for me as a new faculty member?

ü

How does the school district support professional development?

ü

Do you offer mentoring or coaching support for new faculty members?

ü

Are there extracurricular leadership opportunities available?

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Top Ten Interviewing Tips From Recruiters Who Have Seen It All Erin Koebel, Victoria Dunlop, Michael Radage, Sarah McCluan Allegheny Intermediate Unit, Pennsylvania

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nterviews are always stressful, right? Not necessarily.

There are plenty of things you can do to put your best foot forward. Collectively, the recruiting staff at the Allegheny Intermediate Unit has more than 40 years of recruiting experience across varied industries and candidate experience levels. Even new teacher graduates can enter the labor market with confidence and set themselves apart from their competition during the hiring process. Find out how by checking out our top 10 tips for successful interviews.

1. Know Your Resume Be able to speak concretely and specifically about the experiences and certifications you identified on your resume. Often you won’t have a copy of your resume in front of you, which means you need to study what you presented when applying for the position. Don’t expect your education and experiences to speak for themselves. Candidates who can demonstrate how their education and prior experiences have prepared them for their chosen profession can set themselves apart as a candidate worthy hiring consideration.

2. Do Your Homework You applied to the position because you want the job. Do your homework and research the organization or school district. Study the job description and compare it with your resume. Know how you qualify for the position and make sure that you identify examples that highlight how your prior experiences are relevant to the position. Be careful of the acronyms in the position description. You may be asked about them and need to know what they mean.

3. Don't Be Late Life is full of unexpected surprises. We cannot always predict the weather, traffic, or road closures. Be sure to take a dry run from your home to the interview location to make certain that you know where you are going. Build extra time into your commute to allow for unexpected travel incidents. Showing up late to an interview does not create a positive impression with the interviewing panel and could cost you the job. At some organizations, if you are late, the interview is over and the job is gone. If an emergency arises that requires you to reschedule or cancel your interview, contact the recruiter as soon as possible. Also, know that the interviews can take longer than you think, so do not be in a rush to leave too quickly.

4. Be Prepared Remember to have copies of all the information requested as part of the application packet on hand when you arrive for your interview. School districts and intermediate units move quickly and may call you shortly after an interview to extend an employment offer.

5. Clean Up Your Social Media Remember those “funny” photos and comments that you have posted over the years? Well, they’re probably 60 American Association for Employment in Education

not so funny anymore. It can take up to six months for some of the questionable images and comments that you posted online to be removed from Google and other search engines. Plan in advance and give yourself at least six months to start cleaning up your digital footprint.

Make sure to search yourself using a variety of search engines and comb through all posted photos, videos and comments. Questionable pictures and comments will definitely hurt your ability to land the job, so start early.

Remember, when your post is not discreet, do yourself a favor and hit delete.

6. Dress for Success Now that you’ve taken positive steps to secure your online presence, don’t hurt it by appearing unkempt and ungroomed at your interview. Education is a conservative industry. Keep that fact in mind when preparing for the interview. Facial piercings and uncovered tattoos may be off-putting to the interview panel, so keep that in mind when getting ready for the big day. If you plan to bring examples of your lesson plans, make sure to dress up your portfolio as neatly as you dress yourself. Candidates with messy portfolios or out of order papers do not impress hiring panels.

7. Plan Your Questions The questions you ask during the interview highlight how much you have prepared. Draft questions that highlight your level of interest in the position and your level of preparation. Asking questions that can easily be answered from a district’s website demonstrate that you have not researched the organization and causes interviewers to question how serious you are about working in their district. For example, asking, “What is your strategic plan?” indicates that you did not appropriately research the school or district because strategic plans are almost always available for public review on the school’s website. On the other hand, the question “I see that you recently incorporated a technology initiative into your comprehensive plan. Does your district have a forum through which teachers can share their experiences with integrating technology into lesson plans?” demonstrates that you have taken the time to learn about the organization.

8. Create an Elevator Speech Take a page from the private sector and draft a 30-second speech that effectively communicates who you are and what value you bring to the table. The goal of an elevator pitch is to market your skills to a potential employer. Plan out in advance what you want to say and practice it so that you can deliver the elevator speech in a natural and conversational manner. Be sure to incorporate examples into your speech that highlight your skill set and the experiences you are bringing to the table. When delivering your message, be aware of your body language. Smile and deliver your message in a warm and confident manner.

S – Situation: Describe the circumstances around this short story. Briefly set the stage by sharing the who, where, and maybe a little of the why.

T – Task: Describe the challenge or opportunity that you faced.

A – Action: Describe what you did to face this challenge or how you seized the opportunity.

R – Result: Conclude your short story with a description of the outcome of your actions and what you learned from the experience. End on a positive note, even if the story was about a failure.

This is the chance to talk about what you learned and how you will respond in the future if faced with a similar circumstance.

10. Be Positive An interview is a time to market yourself. Make sure that your head is in the game when you enter the facility. Your body language tells a lot about who you are, and it is being observed the moment you enter the building. Consciously smile and make eye contact with the employees who are working at the front desk and never complain about your current or previous employer. Organizations are looking for candidates who are willing to learn and who have positive attitudes.

With a little bit of interview preparation and adherence to these ten tips, you can reduce your pre-interview stress and land a great job. Good luck!

Asking the Right Questions at Your Interview Jill Purdy Director of Graduate Education Department/Associate Professor, Cedar Crest College, Pennsylvania

P

repping for an interview can be exciting and a bit nerve-racking. What should you wear? What questions will the interviewers ask? How do I best show that I am a good fit? These are important components of your preparation. However, the questions you ask the potential employer are just as important. Quality questions can demonstrate your interest and knowledge of the organization.

With the current need for teachers, there is the likely possibility you will have more than one offer in your future. Keep in mind that you need to take a teaching position that best fits you. The questions you ask can help you determine the appropriate fit.

Preparing for Interviews and Job Fairs

9. Answer the Questions Although it would seem that this piece of advice goes without saying, many candidates speak volumes but say nothing. Interview questions are designed to help the interview team evaluate whether or not you are a good fit for the position.

Answering these questions thoroughly, but without a lot of fluff or extraneous information, will demonstrate that you are prepared to handle the job’s key responsibilities. Consider using the STAR format to assist you with answering questions about your past experiences:

One important question is about the mentor program at the school. As a first-year teacher, you will meet many challenges from school policies, classroom management, student success, working with parents, and meeting administrative expectations. A mentor program can help the new teacher wade through this new water.

ASK: What does your new teacher mentor program look like? How will I be supported in my first few years of teaching?

Another question that is recommended is about the culture of the school and district. One way to tackle this question is to already have explored the school website. Questions about culture show that you have done research on the school and you have a commitment to teaching diverse students.

ASK: I noted on your website that there was a cultural activity recently. Is this a reflection of the school's commitment to a diverse community? In my examination of the population, I saw that there is a large LatinX population.

How do you meet the needs of these students?

Another area of questioning is more specific to the classroom and teaching. This inquiry, again, shows that you have knowledge of instruction.

ASK: What is the average class size? What technology is in place to assist my instruction? Do the students have access to technology? What reading series do you use?

Further engaging yourself in the school community is important for all future teachers. This may be working with the parent association, coaching a sport, publishing the school newspaper, and promoting community events. What do you do if they do not ask you about this? Ask them.

ASK: I am really interested in coaching in the future. Are there opportunities available? OR What types of events can I get involved with at your school?

It is important to realize interviewers will expect you to have questions.

Prepare your questions in advance. Be sure to demonstrate your interest and knowledge of the school and its community. Asking the right questions is a great way to continue to showcase yourself as well as determine if that is the teaching job for you.

Reference 32 Questions To Ask Your Interviewer in a Teacher Interview. (2022, May 24). https://www.indeed.com/career-advice/interviewing/questions-to-askyour-interviewer-in-a-teacher-interview

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Are You Ready for Behavioral Interviews?

Diane Sledden Reed Consultant & K-12 Virtual Academy Coordinator, Carolina Pine Consulting & New Hanover County Schools, North Carolina

I

n a behavioral interview you will have to demonstrate your knowledge, skills, and abilities, collectively known as competencies, by giving specific examples from your experiences.

The principal or human resources recruiter doesn’t want to know that you can do something, but that you have done it. Prior to the interview, the competencies required for the position are determined. Then, the interviewer develops a series of questions that will allow him or her to find out if you – the teacher candidate – possess the necessary competencies to perform the job and are a good fit for that particular school. The basic premise of the behavioral interview is that past performance is a good predictor of future success.

but that you believe it would take skills in _______. Never make up a story.

While many teacher candidates are intimidated by this method, a behavioral interview provides the opportunity to demonstrate what makes you well suited for the job and the school. Rather than merely telling the interviewer what you would do in a situation, you must describe, in detail, how you handled a situation in the past. What better way to "strut your stuff”?

ü Tell me about a specific instance when you collaborated with other colleagues. What was the result of that collaboration?

S.T.A.R.

This is an acronym to help you with behavioral interview questions.

Think of answering the questions like a short story. S = situation; T = task you needed to accomplish; 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 are asked a behavioral question and you have never had an experience to fit that question, do NOT answer what you think you would do, because you truly don't know. If you cannot answer the behavioral question, let the interviewer know that you have never experienced the situation,

Sample Behavioral Interview Questions: ü Tell me about a time when a lesson plan didn't go well. How did you handle the situation? ü Describe a conflict you had with a student/parent. ü Describe an experience where you identified a student's special needs and modified the lesson. ü Share an example of communication with a parent that helped you better understand a student in your classroom.

ü Describe a lesson plan that went very well. What made it work? ü Give an example of a time when you had to make a quick decision. What were the results?

As with any interview, you need to prepare in advance. Assess yourself: know your skills, style, and what you have to offer the employer. Do your research: learn about the school and the district; know what they are looking for in a teacher candidate.

Also, prepare questions to ask the principal. Always have a list of questions to ask at the end of the interview.

Think about the possibility of behavioral interviews when you do something at work or in school that will demonstrate a competency to a prospective employer. Record the experience as soon as possible. Consider keeping a journal since time has a way of clouding our memories.

Quick Question:

What should I do if I am asked an illegal interview question?

Quick Answer:

Employers are prohibited by law to ask you interview questions that do not somehow relate to the job. Illegal topics include race, color, sex, religion, birthplace, national origin, age, marital or family status, and disabilities. Most of the time, an interviewer is inadvertently asking an illegal question such as, “How many kids do you have?” Perhaps such a question may come up while “chatting” with school representatives before or after the actual interview. It is possible that an interviewer is asking such a question with the intention to base a hiring decision on this information. Either way, an illegal question should not be asked.

You have a few choices if you are asked an illegal question. You may answer the question. However, if you have any trepidation about the intent of the question, the best action may be to acknowledge the question but guide the discussion back to the qualifications for the position. For example if you are asked about your family, you may respond, “I want to assure you that my family responsibilities will not interfere with my ability to be an outstanding teacher.

Among the qualities I’ll bring to your school are …” Keep your answer positive and avoid accusing the interviewer of asking an illegal question.

Your remaining choice is to refuse to answer the question which may create an awkward situation. You even have the right to file a discrimination claim with the U.S. Equal Employment Opportunity Commission (EEOC), but it would be wise to seek legal advice before going this route. It is difficult to prove hiring discrimination, especially in a market where there are numerous qualified candidates in the interview pool, and such action on your part could damage your reputation with other potential employers. If you feel the interviewer was blatantly inappropriate, you may want to inform his or her supervisor that you were uncomfortable with the questions asked during the interview.

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Fortunately, most employers will conduct an ethical interview and you will not encounter this situation. But it is wise to consider in advance how you will respond if you are asked an illegal question.

American Association for Employment in Education

Billie Streufert Assistant Vice Provost, Student Success and Engagement, Augustana University, South Dakota

W

hen you provide answers to behavioral interview questions, use the STAR technique: Situation, Task, Action, Result. Pay particular attention to the results of your activities because this is how your audience assesses your effectiveness. Below are two examples.

“Describe a difficult student you instructed and the strategies you used to teach him or her.”

Situation

Task

Action

What initially happened?

This semester I had a difficult student named Brad who was apathetic. On several different occasions he was joking around in class and distracting his peers.

What task or goal did you set out to accomplish given the situation?

My goal was to engage Brad in the classroom and motivate him to complete his assignments.

What did you do to achieve the task?

I engaged in a meaningful dialogue with Brad to identify what was preventing him from participating. I also explained the potential consequences of his behavior. After some probing, he revealed that he was reluctant to complete the assignment because he was not entirely sure how to answer some of the questions. I encouraged him to meet with me after school. I did not frame this as detention or a punitive sanction. I wanted him to choose to participate.

Preparing for Interviews and Job Fairs

Using STAR to Answer Behavioral-Based Interview Questions

Brad agreed to meet with me, and we continued to meet during the lunch period for the next two days. I made the assignment more fun and applicable by relating it to his future career. I also helped him learn how to evaluate his progress on the assignment, so he could identify his learning and increase his confidence.

Result

Not only did Brad’s participation increase during class, but I was also able to establish more rapport and trust with him. Plus, I learned not to pass judgment on students or assume that their lack of motivation is the result of laziness or defiance. I am now able to better assist students who are not engaged.

What ultimately happened as the result of your behavior? Provide specific details to demonstrate your success.

“Tell me about a time you failed.”

What initially happened?

My first semester in college I earned a grade that I was disappointed with in my History class.

What task or goal did you set out to accomplish given the situation?

I am very committed to excellence and set a goal for myself to earn an A on the next exam. My understanding of the material was even more important than my grades, so I resolved to comprehend the information.

Action

What did you do to achieve the task?

I began to review my notes on a daily basis and used timelines or charts to organize the information. I met with the professor to communicate my commitment to his class and identify if he had any additional suggestions. I created flashcards for myself and formed a study group the week before the exam. We each identified possible exam questions and then pooled them together to create a practice test.

Result

What ultimately happened as the result of your behavior? Provide specific details to demonstrate your success.

I earned an A on my next exam and in the class. More importantly, I learned how to teach myself, manage my time, and be persistent. The experience also cultivated a sense of empathy for students who are failing and about to give up. Since that time, I have been satisfied with my academic achievement and, have made the Dean’s list every semester.

Situation

Task

STAR will help you keep your answers focused as you incorporate stories that address the behavioral-based interview questions. Interviewers will remember your stories because they provide evidence of your qualifications and bring credibility to your statements.

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Being Trauma-Informed During the Interview Dr. Toni L. Mild, Dr. Jessica Hall-Wirth, Dr. Ashlea Rineer-Hershey College of Education, Slippery Rock University of Pennsylvania

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n an interview, you could be asked about your experience working with students who have been exposed to trauma (also called Adverse Childhood Experiences or ACEs). These students are not always “identified” nor will they have a plan that outlines how their trauma has affected them. Both new and experienced teachers may need help developing a detailed plan outlining instructional practices to help these students be successful.

To become more knowledgeable about ACEs, including the triggers that impact students, here are several reputable websites that you can refer to for information as well as pointers as to how you can utilize trauma-informed teaching practices—not only in your interview but also within your classroom.

1. Centers for Disease Control and Prevention https://www.cdc.gov/violenceprevention/aces/index.html This site provides fast facts, ACE study findings, resources, and articles.

2. National Child Traumatic Stress Network nctsn.org This site provides information about child trauma, effective treatments and practices, trauma-informed care, and other resources, including several toolkits for educators.

3.) Substance Abuse and Mental Health Services Administration samhsa.gov This site provides information about resources available for child trauma-informed care, publications, data, programs, and grant opportunities.

These websites can provide you with valuable information to develop knowledge and skills for greater effectiveness as an educator.

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Dr. Toni L. Mild, Dr. Vaughn Bicehouse, and Dr. Eric Bieniek College of Education, Slippery Rock University of Pennsylvania

I

f the question “what was your favorite part of school?” was posed, many of you would not answer that it was that math lesson on inequalities that really piqued your interest and kept you coming back day after day. Most students enjoy and attend school for the extracurricular activities in which they are involved. Extracurricular activities draw many students in and assist in favorable attendance rates. According to the National Center for Education Statistics (1995), there is a strong association of better attendance, achievement and an increased interest in advancing their education when students were involved in extracurricular activities.

Due to this trend, schools offer many extracurricular activities for their students. However, filling these teacher leadership positions is not always easy. If you have an interest and can commit to the time that is required in advising extracurricular clubs or coaching a sport or team, you will want to showcase this fact within your resume, cover letter and the interview process. Include a statement outlining your background and interest in sports or extracurricular activities. Ensure that during your interview you also bring this up to the administrators interviewing you. If you happen to have the opportunity when completing the application process to ‘check that box,’ do so.

You will find that overseeing extracurriculars can be a timeconsuming process, but you will also experience many benefits. Being an educator while overseeing extracurriculars is a win-win for both you and the students. You have the luxury of not only instructing students within the classroom setting, but also building relationships outside of the classroom. You will see a different side of your students in these settings, and they will see you in a different light as well.

This participation can help to build stronger student-teacher relationships which can ultimately decrease student discipline and classroom management issues. Advising or coaching an extracurricular can also build stronger parent and community relationships, which is also a huge benefit for not only you as the educator but also your district.

If you are not interested or cannot commit to the amount of time required for coaching sports teams, most districts need supervision for other activities as well. Such opportunities could include supervision for at-risk programs, alternative education programs, instruction in the home/homebound teachers, or summer school programs.

Preparing for Interviews and Job Fairs

Remember Extracurriculars During the Hiring Process

No matter what type of extracurricular a school may need to hire someone for, remember that bringing up your willingness during the hiring process could ultimately get you the job over someone else. Just make sure that you do in fact have the time, energy, and expertise to commit to this added responsibility, and do a great job.

References: National Center for Education Statistics (1995). Retrieved from: https://nces.ed.gov/pubs95/web/95741.asp

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Preparing for Interviews and Job Fairs

WORK IT! Successfully Navigating the Teacher Job Fair Sherri L. Morris Teacher Talent and Retention Administrator, Wake County Public School System, North Carolina

T

he day has come. Your resume is polished, and you're dressed in your perfectly pressed dark colored suit. The doors of your university's teacher job fair swing open. Now what?

Much is made of the importance of job fair preparation, and rightfully so. Job fair prep is critical, but it is not the end goal.

The preparation is the behind the scenes work, intended to set you up for a successful recruitment experience. Recruiters are constantly evaluating during job fairs. Here's what they do (and don't) want to see:

Do

Don't

ü

Do greet the recruiter (by name if possible...look for name tags!), by introducing yourself first.

Don't travel in groups- approach the recruiter's booth individually.

ü

Do extend a firm, professional handshake.

ü

Do be friendly, warm, and genuine.

Don't wait for the recruiter to begin the conversationtake the initiative.

ü

Do confidently share who you are, what you are currently doing, and the reason that you are interested in their organization.

Don't greet the recruiter informally or too casually; a job fair is a professional event.

Don't offer a weak handshake.

ü

Do make it a point to demonstrate your familiarity with the recruiter's school district and share how you can contribute.

Don't tell the recruiter how passionate you are about teaching and students- demonstrate your passion through conversation.

ü

Do talk specifically about your student teaching or teaching experiences - share stories that help the recruiter "see" you in the classroom and "feel" your passion for teaching.

Don't approach the recruiter without knowing something about his/her organization- Google, anyone?

ü

Do offer the recruiter a copy of your resume.

Do ask questions that are of genuine interest to you and that demonstrate your knowledge and resourcefulness.

• "What jobs do you have?"

ü

ü

Do commit to completing the required next steps, such as submitting your employment application, if you haven't done so already.

ü

Do conclude the conversation by thanking the recruiter for his/her time and indicate your desire to remain in contact.

ü

Do follow-up with the recruiter before he/she reaches out to you.

Don't ask generic questions that you can answer for yourself with a quick online search: • "Where are you located?"

• "How do I apply?"

Don't forget to bring an adequate number of resumes.

Don't act disinterested, even if you are.

Don't expect the recruiter to do all the work. It's a twoway conversation.

The takeaway here is to be yourself, but be your best self. Treat the job fair as an opportunity to shine, a time to make professional connections with other educators. At the end of the day, recruiters want you to be successful. They attend recruitment events hoping to meet teachers who will be strong hires for their organizations. By adhering to the simple tips above, you will be confident in your ability to work the job fair like a pro!

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Gayle Oliver-Plath Founder and CEO, CareerEco, Georgia

S

ecuring a teaching position often depends on networking, but making connections can be especially difficult when you are seeking work in a new area of the country, have recently graduated, or are planning to transition into the teaching profession from another career field. One strategy that can expand the scope of your job search and minimize these potential hurdles, is connecting with recruiters real-time during a virtual career fair. If you have never attended a virtual job fair, you may be surprised by the benefits of these online recruitment events: ü

Share your resume with multiple employers

ü

Make connections with recruiters

ü

Gain insight from other educators that will help you better understand the profession

ü

Access questions asked by other candidates that you had not previously considered

ü

Learn about and apply for positions that you didn't know existed

One great resource for teachers is CareerEco, which triples as a job-search engine, Virtual Career Fair center, and graduate school finder. Virtual job fair experiences allow participants to enjoy the job search in a much less stressful environment from the convenience of work or home. Virtual job fairs offer the benefit of being able to thoughtfully consider your answers and present your best self even before you visit the school in person. Job seekers can think of online events as the “open-notes” version of the job interview. Following some general guidelines for leveraging the full potential of virtual fairs can elevate your applicant status: ü

Become familiar with participating districts by reviewing their profiles and websites

ü

Research job openings which are of interest to you in advance

ü

Prepare a list of quality questions to ask. Avoid lackluster questions like “are you hiring?”

ü

Test your technology a day or two before the event begins.

ü

Be professional. Remember you are being evaluated as a potential employee.

ü

Online recruitment provides employers with digital files that are more manageable than stacks of paper resumes. Recruiters can quickly access your profile, set up an interview, and stay in contact with you after the fair.

ü

Your specialties shine. Because they have access to your resume ahead of time, recruiters can better understand your areas of interest and how you may fit into their school systems.

Preparing for Interviews and Job Fairs

Expand the Reach of Your Employment Search: Attend Job Fairs from Anywhere!

Still not sure if this online job fair is right for you? Here’s what others said about virtual experiences: ü

“I got four solid job leads while sitting in my living room, drinking coffee. Can’t beat that.”

ü

“I was able to search for openings, have my resume viewed, and communicate with employers I was interested in, all without leaving my desk. Plus, it’s less pressure for the job seeker and recruiters.”

ü

“This format allows someone like me, who lives 2,000 miles away, the opportunity to visit with representatives from those districts when I am not in a position to attend an actual job fair.”

ü

“In my one planning period at school, I’ve been able to speak with 6 different employers. I normally wouldn’t be able to network this much without having to dedicate a full Saturday in my busy schedule to attending a job fair.”

Although looking for a job can be a seemingly daunting task, your dream job will ultimately be worth the investment of your time. By using the technology that is literally at your fingertips, next job may only be a keyboard stroke or two away!

Virtual Fairs aren’t just beneficial to applicants. Online recruiting is gaining popularity with employers as well: ü

Availability. Because job fairs can be conducted online, employers are able to meet more people like you, without the difficulty of navigating your busy schedules.

ü

Virtual recruitment events are less expensive than traditional job fairs, allowing school districts to utilize their budgets effectively and responsibly. P.S. you don’t have to travel either. Everyone wins!

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Tips to Help Student Teachers Crush a Video Interview Greg Dietz Assistant Superintendent for Human Resources (Interim), Argo Community High School District 217, Illinois

F

or many pre-service teachers, the chance of landing a teaching position has never been higher. School districts nationwide are desperately seeking applicants to fill their vacancies, and they are turning to technology to help them expand their recruiting efforts.

According to IDG, the world’s leading technology media, data and marketing services company, the infusion of video interviews into the talent acquisition process was one of the top five recruiting trends for 2018. As a result, your chances of being granted a video interview have increased dramatically.

tape it over the camera lens. This strategy allows you to look at the photo while answering questions so that you maintain good eye contact with the lens.

Video interviews come in two forms, however, the fastest growing type is the “one-way” or “pre-recorded” video interview. With this type of interview, candidates are granted a set amount of time to record their answers to questions that are posed to them either in print, on their device, or through a video clip. Often, a recruiter is shown “asking” the questions and then the candidate has 2-4 minutes to respond. Generally, you can expect to receive 4-6 questions and your recorded responses will then be shared with other employees within that school district. While they do take some getting used to, one-way video interviews are convenient for both the employer and the applicant. The candidate can complete as many interviews as his schedule allows without taking time off work or student teaching to travel to interview sites.

Background View & Attire

If you receive an invitation for a one-way video interview, treat it just like a regular interview. These video interviews are often used to screen applicants and to determine which candidates will be granted live interviews later. Most software systems will guide you through a practice recording session so that you can become familiar with the technology. However, you will likely not be allowed to erase and rerecord a second response once you’ve seen the interview questions, so be sure to practice first! Also, you will be allowed some time after the question is presented to gather your thoughts…generally about 30-60 seconds. After this “question-processing time” expires, the system will start recording your image, and you should then begin answering the question. A countdown timer is typically displayed on the screen so that you know when to start answering the question and how to gauge the length of your responses. When the timer reaches 10 seconds, you need to begin concluding your response.

Remember, if you have satisfactorily answered the question with time remaining on the clock, it is perfectly acceptable (and expected) to stop the recording and move on to the next question.

No disturbances

Webcam & Lighting Most laptops sold today have built-in web cameras; however, you can use your smartphone to complete your video interview, as well.

You should position yourself directly in front of the camera and have your upper arms, shoulders and head in view on the screen. Do not zoom in on your face or zoom out such that you appear far away.

Also, you should position the webcam slightly higher than forehead height and tip the camera down towards your face. To avoid appearing on the screen as a dark silhouette, aim light at you face coming from behind the camera. Too much background light will blind the interviewer, while too little lighting will darken your image.

Eye contact & Speech Fillers

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Try to make eye contact with the webcam lens as much as possible.

Avoid staring intensely at the screen or leaning in too close to the camera. One trick is to cut a hole in a photo of a friendly face and American Association for Employment in Education

Be aware of your use of fillers like “um” or “you know.” Overusing these phrases can be distracting to the interviewer. Remember, recruiters are looking to hire people who can keep students engaged in the learning process, so it’s perfectly acceptable to smile and let your personality, sense of humor and enthusiasm for teaching shine through.

No matter how well you’ve set up your lighting, or how well you interview, if your workspace is messy, it will reflect poorly on you.

Make sure any background space visible to the camera is void of clutter and distractions. You want the interviewer’s attention on you, not on your wall posters or eclectic office decor.

The old saying, “dress for success” holds true for video interviews just as it does for in-person interviews. Bold patterns can look messy and distracting on the interviewer’s screen and too much jewelry takes the focus off what you have to say. A black or navy blue business suit with a solid, neutral background will help you come across as more professional.

Children, spouses, and pets should not appear in your interview; choose a time and a space where you will not be interrupted. You would never bring your cat to a live job interview so take measures to prevent those uninvited guests from showing up in your video interview. Let others in your home know that you will be unavailable for 20-30 minutes and that you should not be interrupted. Also, be certain to turn off your phone.

Don’t be scared of video interviewing technology. It is meant to make the selection process more efficient, and it allows you to interview at the times and places that are most comfortable for you.

Given that pre-service teachers often have professional resumes that cannot stack up to those of more experienced teaching candidates, video interviews can help level the playing field for inexperienced teachers by allowing more applicants the opportunity to interview for positions. Following the tips above will help you to showcase your skills and get you hired!

Deborah R. Snyder Executive Director (retired), American Association for Employment in Education

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ou got the call! After investing hours in the job search, a prospective employer has called to invite you for an interview.

You’ve prepared for this moment by researching the district’s website, reviewing sample interview questions, participating in a mock interview, and developing questions to ask the interviewer.

However, when the caller indicates that you should plan to teach a mini-lesson, your anxiety level escalates. As you graciously thank the caller for the upcoming interview and opportunity to teach a lesson, your inner voice is screaming, “Where do I start?”

First of all, don’t panic. You’re a teacher. You can do this! Don’t let the audience and abbreviated time frame intimidate you. Here are some tips to help you prepare an A+ demonstration lesson: Consider the employer’s objectives. What are they looking for? The observers will be interested in several components, including: a) planning and preparation; b) classroom environment; c) knowledge of content/teaching strategies; and d) professionalism.

Planning and Preparation ü Prior to the interview, ask who your “students” will be and how many you should anticipate. Will you teach actual students or administrators, school board members, teachers, and parents posing as students? Additionally, ensure that you are clear on the parameters, including time, context, number of students, and topic. ü Demonstrate your strengths. This is not the time to stretch your creativity. If possible, choose a lesson that you have implemented before and revise it for the abbreviated time frame. ü Your plan should be thorough; provide a cover sheet with the rationale for your lesson. ü Don’t try to cover too many objectives in your lesson. Keep it focused and manageable. ü Rehearse the lesson. Time it and have a veteran teacher critique it.

Classroom Environment ü Anticipate that you will have little set-up time. Keep your plan simple! Don’t assume that any resources are available on-site.

You may inquire about available technology, but don’t rely on

it. In other words, have a back-up plan to show that you’ve anticipated all potential snafus. ü Consider taking the first minute to have students prepare name tags so that you can call on them by name. (To save time, one of my teacher candidates prepared a packet for each student.

She included name tags and markers along with other materials students would need during her lesson.) ü Be prepared for the unexpected. For example, there may be contrived discipline problems from administrators.

Preparing for Interviews and Job Fairs

Plan an A+ Demonstration Lesson

Knowledge and Teaching Strategies ü Engage the students—this is key! ü At the end of the lesson plan, describe extensions, i.e. “If I had more time, I would …” ü Try to ask some higher-order thinking questions. ü Plan for differentiated instruction—even if particular student needs aren’t revealed beforehand. In your lesson plan, indicate how you will accommodate various needs. ü Consider if your lesson would accommodate an opportunity for you to interact with students one-on-one. A principal shared with me recently that he likes to observe candidates providing individual assistance to one or two students.

Professionalism ü Demonstrate your resourcefulness by researching the district and local community website. If possible, “localize the lesson” by incorporating a school mascot, tradition or community landmark. ü Check out professional association websites for resources; mention this in your lesson plan or cover sheet. ü Along with your thank-you letter after the interview, include a self-reflection: “If I taught this lesson again, I would …”

With conscientious planning, your mini-lesson will truly show the prospective employer the teaching strengths you bring to the classroom. Therefore, prepare carefully, practice, and pursue this phase of the interview process with confidence. You’re ready to demonstrate your passion for teaching!

Identify your "go-to" lesson plan(s). What are my teaching strengths? How can I demonstrate them in my lesson?

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Preparing for Interviews and Job Fairs

How to Prepare for a Virtual Interview & Teaching Demonstration Dr. Jessica Hall-Wirth, Dr. Toni Mild, and Dr. Ashlea Rineer-Hershey College of Education, Slippery Rock University of Pennsylvania

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ver the past year, the business and education sectors have been completely flipped upside down due to the Coronavirus pandemic. Businesses are having to contemplate new strategic ways to move forward, and the field of education has had to implement both hybrid and virtual learning to reach students. Technology has completely changed the way that the world works, both near-term and long-term—interviewing is no different.

1. Research background information about the district It is important to learn everything you can about the district to which you are applying. Who is on their school board? Do they use a PBIS program? In what type of area is the school located?

2. Practice using the online platform used for the interview Nothing is worse than being unprepared for an interview or teaching demonstration. Each online platform is different, so it is important to learn how to navigate it for your interview. Before your interview, invite a few friends or family to ‘sit in’ on your Zoom room for you to practice your demonstration. You will want to learn how to utilize all tools, know what it looks like from your viewpoint and your attendees’ perspective, check audio and video, and play out all possible scenarios.

3. Create and/or prepare a professional background Do the best you can with what you have at home.

Create a space that is professional and free of clutter.

In preservice programs, we recommend to our students to create a ‘teaching background’. Such a background could include a white board, calendar, bulletin board with information to assist with a lesson, and/or a plain setting. If you are using Zoom, you might also have the option to upload a professional virtual background.

(Note ‘professional’ - a beach scene may not be the best choice for this type of meeting.)

4. Plan a time for the interview with little distractions Face it, our homes can be chaotic. The dog may be barking at the mail carrier, children playing in the background, and someone cooking in the kitchen - all at once. These activities can create a very distracting and loud environment. When planning your interview and teaching demonstration, try to find a time that you can be in a quiet, distraction-free environment. Try placing your phone on “do not disturb” or even keeping it in another room. Also turn off any notifications, such as new email alerts, that may chime during your interview.

70 American Association for Employment in Education

5. Have a secondary device ready You never know when something will happen with your technology. If available, have a second computer, iPad or similar device readily available to use.

6. Check your internet speed before your interview Give yourself plenty of time before your interview to check your internet connection. Is your internet running up to speed? Do you need to check with your provider?

If you are sharing internet bandwidth with others in the home, ask if they could avoid using the internet during your interview to enable a better connection.

7. Practice addressing the full question asked When using technology, such as text messaging and calling to communicate, we often keep our language brief. Practice addressing questions to the fullest capacity. Be sure to get your point across the best way possible with the time frame that you are given.

8. Keep things simple, yet engaging During an interview, you may want to pull out all of the stops to impress the panel. However, in an online setting, that can be a challenge. Keep things simple yet engaging.

Imagine how students would react if you asked them to ‘submit a Google Doc to Dropbox”.

9. Dress professionally Although you may be in the comfort of your own home, it is still important to look professional in your attire. For men, a suit jacket and tie is recommended. For women, a blazer, sweater, or dress. Be sure to wear appropriate on your lower half as well - you don’t want to be caught wearing pajama bottoms!

10. Have a back-up plan Your original idea for a teaching demonstration may not end up working out. Always develop a backup plan. Such preparation is not only important for the day of your lesson, but also when you are in the classroom and need to be responsive to your student needs.

Our ‘new normal’ is now a world that constantly throws us curve balls and can increase our anxiety with everyday tasks. But, by following these simple tips, you can be better equipped for your virtual interview. Taking the time to prepare can ensure that you are showcasing your best self and can also put you at ease during the interview process.

Diana M. Sanchez Associate Director (retired), Career Services, California State University-San Marcos

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thank-you/follow-up letter or note is an ideal, professional way to maintain contact with an employer after a meeting or interview. This correspondence will assure the hiring official of your continued interest in the position. The primary purpose of this is to maintain contact, but you’ll want to be sure that you have a substantial reason for contacting the employer each time you write, such as: ü Thanking the employer for the opportunity to interview. ü Sending supportive materials, e.g., updated transcripts. ü Notifying the employer of a change of address or additional experience gained since submitting your application.

Thank-you letters should be sent as soon as possible after the interview (preferably within 24 hours) and before the hiring decision is made. Well-written notes should say more than "thank you." Here are some elements to consider:

Express Enthusiasm:

Remind the interviewer that you are a good fit for the school or district and that you have continued interest in and enthusiasm for the position. It is one more chance to market yourself for this specific job.

Answer Unresolved Issues:

Answer and expand upon any relevant questions raised in the interview. If you did not get a chance to mention certain points, you can address those items now. The thank-you note is another opportunity to expand on your fit for the position.

For more conservative school districts, you may want to consider typed thank-you letters. Using a business letter format conveys that this meeting was important enough to take the time to present yourself in a professional manner. However, alumni and people with whom you are more familiar may prefer a handwritten thank-you note. You must still prepare it carefully, write legibly and use tasteful stationery. If you want to add to one of the answers you gave at the interview, a lengthier, typed letter directed toward the issue may be beneficial.

Preparing for Interviews and Job Fairs

The Importance of Thank-You Messages

If the school district representative has been communicating with you online, then a well-written email message may be appropriate. A word of caution: do not make the message overly friendly (people have a tendency to be less formal with email). Also, try to keep your message to one screen length; administrators appreciate brevity. However, be aware that some employers may appreciate the traditional approach, especially because handwritten notes are so rare these days. In addition, hard copy thank-you notes typically get filed in an applicant's folder, whereas email is usually read and deleted.

A thank-you note can make you stand out from the competition by demonstrating your professionalism, follow-through and interest. And a little common courtesy never hurts! Statistically, fewer than 10% of interviewees follow up with thank-you notes.

Imagine how positively that 10% will be viewed compared to the 90% who neglect to write a thank-you letter.

Express Sincerity:

Be genuine and sincere in your gratitude. Comment on the importance of the meeting.

Personalize It:

Highlight a key point from your meeting that was unique and meaningful. This will refresh the interviewer's memory of you.

Interviewers are typically impressed with proof that candidates listen and remember the conversation. If you met with several people, it may not be obvious who the real decision-makers are.

Make sure you vary slightly the content of each thank-you note.

No one likes to receive a carbon copy of a message that everyone else received. This will also force you to remember with whom you interviewed, which will make your follow-up more effective. Remember to ask for business cards before leaving the interview so that you have the correct spelling and title of your interviewers, and make some notes while your memory is fresh.

10% Fewer than 10% of interviewees follow up with thank-you notes

Keep It Short:

The "Rule of Three" in communications says that the human mind can only remember three things about anything. If pushed to remember four, the mind will forget all four from overload.

Choose three points you want to stress about yourself which might include skills, knowledge and personal traits. Ideally, these three points should be presented in the resume, reflected in the cover letter, discussed in the interview, and then summarized in the thank-you note.

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Preparing for Interviews and Job Fairs

Following Up Post-Interview Dr. Rebecca Faber Senior Career Advisor (retired), University of Nebraska-Lincoln

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ost 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 are also tasks 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, and 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 actions to take after the interview: ü 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. ü 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. ü 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. ü Consider if any questions/answers from your interview might prompt you to revise your resume to be more specific and marketable. ü 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. ü 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!

NOTES

Experience the Five Star Difference With more than 38,000 students, Adams 12 Five Star Schools offers the benefits of a large district with a close-knit feel.

That’s reflected in the numerous opportunities for students, staff and parents at any of the district’s 50 plus unique learning centers. We take pride in our job and in making a meaningful difference in each child’s life.

Go online to discover teaching opportunities,unique programs, professional development, retirement plans, benefits and more:

www.adams12.org/careers

72 American Association for Employment in Education

Grow with Us Levels of Support for New and Career Educators School Level Support: Mentors Instructional Coaches Professional Learning Communities Administrators Wellness Teams

District Level Support: Canvas Courses Inservice Professional Development Curriculum Specialists Consulting Educators

Apply Now to Join the Jordan School District community.

Exploring Employment Options

The FAQ’s on Seeking Out-of-State Certification Job Search Handbook Committee

A

s you consider earning a teacher’s certification in another state, keep in mind that each state’s certification requirements are unique. Even the term “certification” is not used in every state.

Some states call it licensure. This article will use the term certification, which means the required teacher credential for that state.

Do I need a certificate to teach?

You will for jobs in public schools.

Some private schools may not require a certification.

How do I transfer my certificate to another state?

You do not transfer your certificate. Instead, you apply for a certificate in another state while maintaining your initial certification.

You are able to possess certifications in multiple states.

Where do I start to get certified in another state?

Start with that state department of education website. States have different names for the department processing certifications, including: Department of Education and Early Development; Commission on Teacher Credentialing; Teacher Standards Board; State Board of Education; Department of Elementary and Secondary Education; State Office of Education; and Public Education Department.

Seek the web page link indicating the instructions for “Out-of-State Applicants.”

If you earned your initial certification in a state outside of your state of residence, you are an out-of-state applicant even in your home state. Pay close attention to the terms each state uses. Your initial certificate may be called “provisional” or “temporary” or “instructional” or “professional” or something else. Determine the state’s certification that is equivalent to yours. You may have earned a K-6 certificate in one state, but it translates to a K-4 in another state. Look for the step-by-step process to guide you through the system.

How do I find the right website?

A list of state certification offices is provided in this Handbook. You may also search online for the state department of education or use a site that already has the departments of education linked for you.

Isn’t there an Interstate Reciprocity Agreement?

74

Yes, but each state may still require you to take and pass its required standardized teacher exams and submit law enforcement clearance forms through their state.

I passed the tests in my state. Will I have to take more tests?

Each state determines whether the standardized tests you have taken will be accepted or if additional testing is required.

The testing requirements are often the biggest obstacle in earning another state’s certification. Some states will require you to pass their tests before a certification is offered. Other states may offer a temporary certification allowing the chance to take and pass the tests later.

After reading the state’s web page, I am confused. Whom do I contact for help?

The best resource is a representative in the state department of education, since that office will determine your eligibility for certification and then issue you your certificate. Some states provide excellent customer service and answer phone calls and emails in a reasonable amount of time.

Other state departments are understaffed resulting in poor customer service.

Some states have regional offices that provide help or even serve as the processing agency. If you do contact the state department or regional office and speak with a person, keep a record of your conversation including the name of the representative. You may need this information for follow-up contacts.

If I cannot get help from the state department of education, where do I turn?

Check with the school district or districts where you are interested in working and see if a representative is available to assist with certification questions. If that person is not able to help, he or she may be able to provide you with the direct contact information for someone in the state department. You may also contact a college or university that prepares teachers.

Someone working there may be able to answer basic questions. But first, do your homework and read what is on the state department’s website!

How much does it cost to get another certification?

It varies by state.

How do I apply?

Follow the directions for each state. Many have an online system; some still require a paper application. Carefully read the directions and provide each state with exactly what it requires. Mistakes on your application for certification may result in a delay or a rejection of your certification request. For online systems, create your

American Association for Employment in Education

user account and be sure to save your information as you proceed. Review your application for accuracy before you click the submit key.

How long does it take to get certified?

It varies from a few weeks to several months.

Do veteran teachers have to follow the same procedure as new teachers?

Sometimes no, sometimes yes. Read the directions for each state on how to apply for a certificate if you have professional teaching experience. Student teaching is not considered professional experience.

The state is requiring a verification form? Who completes this form?

There may be two verification forms.

For new teachers, this form verifies your eligibility for a certificate and needs to be completed by the certification officer in the institution where you earned your initial certificate. For veteran teachers, if the form is to verify your professional years of teaching experience, the superintendent where you were employed completes this form.

I am not planning to teach in the state where I received my certification.

Should I skip getting certified there and just apply for certification in other states?

No! Always get certified in the state where you completed your teaching degree. Many states will require a copy of your initial certificate. You are able to get certified in another state without the initial certificate, but the process is usually more complex and may result in a delay of getting certified.

How long are certificates valid?

Typical initial certificates are valid from one to six years.

Alabama Phone: (334) 694-4900 https://www.alabamaachieves.org/ teacher-center/teacher-certification/

Idaho Phone: (208) 332-6882 http://www.sde.idaho.gov/cert-psc/ cert/

Montana Phone: (406) 444-2580 https://opi.mt.gov/Educators/ Licensure/Educator-Licensure

Puerto Rico Phone: (787) 722-2121 http://www.agencias.pr.gov/ agencias/cepr/inicio/Pages/default. aspx

Alaska Phone: (907) 465-2831 https://education.alaska.gov/ teachercertification/

Illinois Phone: (217) 557-6763 https://www.isbe.net/licensure

Nebraska Rhode Island Phone: (402) 471-0739 Phone: (401) 222-8893 https://www.education.ne.gov/TCERT/ http://www.ride.ri.gov/ TeachersAdministrators/ EducatorCertification.aspx

American Samoa Phone: (684) 699-9117 https://www.doe.as/District/ Department/13-Teacher-Quality-Office#

Indiana Phone: (317) 232-9010 https://www.in.gov/doe/educators/ educator-licensing/

Nevada Phone: (775) 687.9115 http://www.doe.nv.gov/Educator_ Licensure/

South Carolina Email: certification@ed.sc.gov http://ed.sc.gov/educators/ certification/

Arizona Phone: (602) 542-4367 http://www.azed.gov/educatorcertification/

Iowa Phone: (515) 281-8323 https://educateiowa.gov/pk-12/ educator-quality/become-educator

New Hampshire Phone: (603) 271-2409 https://www.education.nh.gov/ educators

South Dakota Email: certification@state.sd.us https://doe.sd.gov/certification/

Arkansas Phone: (501) 682-4342 https://aels.ade.arkansas.gov/main.htm

Kansas Phone: (785) 296-2288 https://www.ksde.org/Agency/Divisionof-Learning-Services/Teacher-LicensureTL

New Jersey Phone: (609) 292-2070 https://www.nj.gov/education/ certification/

Tennessee Phone: (615) 532-4885 https://www.tn.gov/education/ licensing.html

California Email: credentials@ctc.ca.gov http://www.ctc.ca.gov/

Kentucky Phone: (502) 564-4606 https://education.ky.gov/teachers/ NxGenProf/Pages/Certification.aspx

New Mexico Phone: (505) 231-4443 https://webnew.ped.state.nm.us/ bureaus/licensure/

Texas Phone: (512) 463-9734 https://tea.texas.gov/texaseducators/certification

Colorado Phone: (303) 866-6628 http://www.cde.state.co.us/cdeprof

Louisiana Phone: (877) 453-2721 https://www.teachlouisiana.net/

New York Phone: (518) 474-3901 http://www.nysed.gov/content/ teacher-certification

Utah Phone: (801) 538-7740 https://www.schools.utah.gov/ licensing

Connecticut Phone: (860) 713-6969 https://portal.ct.gov/sde/certification/ bureau-of-certification

Maine Phone: (207) 624-6603 http://www.maine.gov/doe/cert/

North Carolina Email: (984-236-2100) https://www.dpi.nc.gov/educators/ educators-licensure

Vermont Phone: (802) 828-3440 https://education.vermont.gov/ educator-licensure/become-avermont-educator

Delaware Maryland Phone: (302) 857-3388 Email: certinfo.msde@maryland.gov https://www.doe.k12.de.us/certification http://marylandpublicschools.org/ about/Pages/DEE/Certification/index. aspx

North Dakota Phone: (701) 328-9641 https://www.nd.gov/espb/licensure/

Virgin Islands Phone: (340) 774-4546 https://www.myviboe.com/ certifications

District of Columbia Email: OSSE.Asklicensure@dc.gov https://osse.dc.gov/page/teachercertification

Massachusetts Phone: (781) 338-6600 http://www.doe.mass.edu/licensure/

Northern Mariana Islands Phone: (670) 237-3061 https://www.cnmipss.org/state-boecertification

Virginia Phone: (804) 225-2022 http://www.doe.virginia.gov/ teaching/licensure/

Florida Phone: (800) 445-6739 http://www.fldoe.org/teaching/ certification/

Michigan Email: MDE-EducatorHelp@michigan. gov https://www.michigan.gov/mde/ services/ed-serv/ed-cert

Ohio Phone: (877) 644-6338 http://education.ohio.gov/Topics/ Teaching/Licensure

Washington Phone: (360) 725-6400 https://www.k12.wa.us/certification/ teacher-certificate

Georgia Phone: (800) 869-7775 http://www.gapsc.com/

Minnesota Phone: (651) 539-4200 https://mn.gov/pelsb/aspiringeducators/requirements/

Oklahoma Phone: (405) 521-3337 http://sde.ok.gov/sde/teachercertification

West Virginia Phone: (800) 982-2378 https://wvde.us/certification/ certification-info/

Guam https://gcec.guam.gov/

Mississippi Phone: (601) 359-3483 https://www.mdek12.org/OEL

Oregon Phone: (503) 378-3586 https://www.oregon.gov/ode/ educator-resources/pages/teacherlicensure.aspx

Wisconsin Phone: (608) 266-3390 https://dpi.wi.gov/licensing/ pathways-licensure

Hawaii Phone: (808) 586-2600 https://www.hawaiipublicschools. org/ConnectWithUs/Employment/ LicensureAndCertification/Pages/home. aspx

Missouri Phone: (573) 751-0051 https://dese.mo.gov/educator-quality/ certification

Pennsylvania Phone: (717) 787-3356 https://www.education.pa.gov/ Educators/Certification/Pages/default. aspx

Wyoming Phone: (307) 777-7291 http://wyomingptsb.com/licensure/ becoming-licensed/

Exploring Employment Options

Certification and Licensure Offices for U.S. States and Territories

75 American Association for Employment in Education

Exploring Employment Options

Substitute Teaching: Opening the Door to Full-Time Employment Dr. Anne Rose and Dr. Jessica Hall-Wirth College of Education, Slippery Rock University of Pennsylvania

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hat experience do you have related to teaching? This interview question often creates anxiety in new graduates. Many pre-service teachers graduate with the goal of landing a full-time teaching position, but given their limited professional experience, how can they obtain a teaching position? The answer is often substitute teaching.

School districts employ rigorous hiring processes. Districts are seeking teachers who have an abundance of relevant job experience within the field and who possess the proven ability to increase student achievement. Substitute teaching has become an effective way for new education graduates to sharpen their classroom management skills, learn a variety of instructional methodologies, and to increase their understanding of various curricula.

School administrators, including directors of special education, have noted that they would prefer a candidate who has substitute teaching experience for multiple reasons. First, by interviewing a candidate with experience across various general and special education settings, the candidate brings more to the table than a candidate who has worked in a field outside of education. Secondly, candidates who have demonstrated a willingness to roll up their sleeves and tackle the obstacles found in a classroom setting are attractive to recruiters and hiring managers. Substitute teachers have experience working with diverse populations of students, different classroom management rules, and varying grade level curricula. This type of commitment shows that he or she has grit and a true interest in working hard to impact student achievement.

This is a candidate that is not only flexible day-to-day, but who is also capable of adapting to rapidly changing classroom environments.

Finally, substitute teachers should treat each day of subbing like an extended job interview. By approaching each assignment with the same level of rigor and seriousness they would dedicate to a fulltime employment opportunity, substitutes allow their work to speak for itself. (Gatens, 2014).

The road to finding a teaching job can be challenging, but by being a dependable and hard-working substitute, you do not have to fear the interview process. Instead, as a substitute, you will have a plethora of experiences, stories, and examples, to confidently and knowledgeably ace the interview and secure a full-time teaching contract.

Tips for being an effective and memorable substitute teacher: 1.

Be available! Whether it is a planned absence or an early morning sick day, always be available to work at the last minute.

2.

Dress for success! Always dress professionally.

3.

Arrive at the same time as, or earlier than, the teachers in the building to demonstrate your seriousness about your work.

Arriving early also allows you to address any issues surrounding last minute preparations, paperwork for the school secretary, or hallway and cafeteria monitoring expectations.

4.

Print a stack of business cards and leave them with your sub notes giving teachers easy access to your contact information for future substitute assignments.

5.

Pack your lunch and a snack. Plan to eat your lunch in the classroom to avoid any negative conversation taking place in the faculty lounge. Feel free to stop by with your snack to be sure that you are socializing and engaging others. Just don’t linger too long!

6.

Once you have a handful of assignments under your belt, reach out to the building administrator and invite them into your classroom to complete a quick observation. This observation provides administrators with firsthand knowledge of your teaching in case you ask for a letter of recommendation.

7.

Be available during your downtime to lend a hand to neighboring teachers, the school secretary, or other staff. Stay busy and productive. Others will notice.

8.

Introduce yourself to everyone! Make sure that members of the school staff know your name. A smile and a friendly hello can help you begin to build important professional connections.

9.

Volunteer. Assist with after-school activities, clubs, and events.

10. Be confident, yet humble. Each assignment provides the opportunity to build skills and make connections, but is also an informal interview. Substitute teaching can be a key building block to securing a permanent teaching position, but it is not a guarantee. Remain open to learning from everyone in the building and learn all that you can.

NOTES

76 American Association for Employment in Education

Amanda Holder Associate Director of Selection, KIPP New Jersey

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ob hunting can be nerve-wracking–I totally get it. It’s incredibly highstakes: most people need to work to support themselves and their families. We spend so much time at school that it’s really important it’s a good fit for us. In my experience, the most challenging part of job hunting is the waiting game after the interview is over; you’ve done everything you can and now you’re just waiting to hear back. That’s when the nerves start to creep in. Hiring processes often take longer than candidates would like, and as time goes on, waiting to hear back about a job becomes more and more stressful. Prior to transitioning to education recruitment for KIPP New Jersey in Camden, I was a teacher and have certainly experienced the anxiety associated with waiting to hear back about a job. As a recruiter, I’ve learned a ton of “insider info” that would have helped alleviate some of my past stress around job hunting. Check out these FAQs for some information that could help alleviate some of your stress.

FAQ: A recruiter told me they "need more time" to get back to me with a decision. What does that mean?

It could mean a lot of different things:

• The school is waiting for some budget information; • The teaching role may not be open or staffing plans are still being finalized; • An emergency (unrelated to your process) came up–schools have so many moving parts; • Another teaching candidate came along last minute; • The principal hasn't been able to get in touch with your references yet.

Interview processes can be long, but often delays don't have anything to do with the candidate at all.

FAQ: What is a polite way to follow up with a recruiter about a job if I haven’t heard back?

It may feel awkward, but it's okay to follow up as long as you’re intentional about it. Tips •

If the job is still posted after you interview for it, I've learned that the timing of removing a job posting doesn't actually mean much.

In some cases, they will remove the job posting once they have an appropriate candidate pool for the role. Other times, it will be posted until an offer is signed. There isn't really a formula here, so I'd recommend not reading too much into it.

•

If they give you a time frame, wait until close to the end of that time. Ex) If they say you'll hear about next steps by the end of the school week, wait until midday on Friday to follow up.

•

Don't be accusatory. Saying, "You said I'd hear by Monday, and I didn't hear from you and now it's Tuesday," isn't going to make you any friends.

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There's no need to be overly apologetic. "I'm so sorry to bother you..." - you're not bothering them. It's their job. Keep it short and sweet. Here's a great template:

Hi Recruiter, I just wanted to check in and see if you had an update about the next steps for the teaching position. Please let me know if you need anything else from me.

Alternatives to Traditional Public School Teaching Phyl Naffziger Career Counselor (retired), Northern Illinois University, Illinois

D

uring our educator job fair, I was amazed at the number of candidates who were eliminating phenomenal opportunities because of their lack of research. When asked if they had talked to the charter schools, their most common response was, "What is a charter school?" At that point, I recognized the need to define public, parochial, charter and magnet schools. Let's start with the easy one first.

Exploring Employment Options

Insider Tips to Help Manage Stress While Waiting to Hear About a Teaching Opportunity

Public school: a tuition-free school in the United States supported by taxes, controlled by a school board, and run by certified teachers and administrators. Students attend a school in an established school district zone.

Parochial school: a school supported by a religious body, emphasizing a religious curriculum along with a secular curriculum that is very similar to that of public schools. Students pay tuition to attend and teachers may or may not be certified.

Magnet school: a public elementary or secondary school separate

from traditional public schools. Magnet schools offer specialized academic focuses or themes, known as magnet programs. Some magnet schools are established by school districts and draw only from the district, while others are set up by the state government and may draw from multiple districts. Magnet schools are typically established in urban school districts with large enrollments (over 10,000 students).

School districts establish admission processes which may include an examination, interview and/or audition. They may use a lottery system or rely upon a first-come, first-served basis to determine admission.

Demand is usually greater than seats in the classroom. Magnet schools are financed using tax dollars; federal funding under the Magnet Schools Assistance Program (MSAP) is also available. Schools are staffed by certified teachers and administrators.

Charter school: a nonsectarian tax-supported public school of choice that operates with freedom from many of the regulations that apply to traditional public schools. The "charter" establishing each school is a performance contract detailing the mission, program, goals, students served, methods of assessment, and ways to measure success. Charter schools are accountable to their sponsor - usually a state or local school board - to produce positive academic results and adhere to the charter contract. These state-legislated schools are legally independent, innovative, outcome-based public schools.

The goal is to improve student competence and knowledge in diverse subjects, rather than to merely record attendance and effort at learning. The schools must still meet state testing and report card mandates.

Charter schools are intended to be educational experimentation labs in the areas of innovation and development of new teaching and learning strategies that can be imported into traditional public schools.

Schools are staffed by certified teachers and administrators.

The key difference between charter and magnet schools is that magnet schools require an examination or evidence of special skills before students can be considered for admission. Charter schools require no admission examination.

Students wanting to increase their employment options would do well to consider diverse teaching venues and to recognize that there are opportunities outside the traditional public school classroom.

Take Care, Candidate

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Exploring Employment Options

Jobs Outside of Traditional Classroom Teaching Job Search Handbook Committee

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umerous reasons may prompt you to consider career opportunities outside of traditional classroom teaching:

ü

lack of teaching vacancies;

ü

uncertainty about classroom “fit;”

ü

new goals or emerging interests;

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work parameters.

Regardless of your motivation, the good news is that there are many opportunities to consider. Here are some options:

Private and Charter Schools

If you are still interested in teaching, but are having difficulty finding public school teaching vacancies, check out opportunities with private and charter schools. Tip: State Departments of Education websites list programs for your respective state.

Cyber Schools

Online/distance education is growing exponentially. If you would like to teach through this delivery system, consider cyber schools in the state where you hold your teaching certificate. Tip: You don’t need to live in the state where the school is based. For example, if you have an Ohio teaching certificate, you are qualified to teach for Ohio-based cyber schools, regardless of where you reside.

Tutoring/Learning Centers

Community-based and national organizations hire certified teachers to provide tutoring services to children and adults. Tip: Find out more by researching organizations like Sylvan Learning or Huntington Learning Centers.

AmeriCorps

AmeriCorps is a government program that involves a number of approaches to provide service throughout the United States. While you won’t earn substantial income as a “volunteer” with AmeriCorps (https://www.nationalservice.gov/programs/americorps), you’ll receive a helpful stipend and gain valuable experience. Future employers will look very favorably on your AmeriCorps experience as a demonstration of your dedication to serving others.

International Experience

Any international experience will enhance your personal and professional experience! Not only will you gain rich experiences by living in another culture, but when you return to the United States, employers will infer that you bring a global perspective, cultural sensitivity, and maturity to the work place. Imagine how eager a school district would be to hire an “international educator” for their classroom. Consider organizations like English language schools or

the Peace Corps (the largest need for volunteers is in educationrelated assignments). Tip: Make sure that you are choosing an accredited organization for your teaching experience. One highly reliable resource is the international teacher job fair held annually at the University of Northern Iowa; check out teachoverseas@uni.edu.

Alternative Education

You may find the most significant number of oppportunities via alternative education. Whether they provide services through a local school district or operate as residential facilities, alternative education employers provide excellent opportunities for teachers, particularly with special needs and at-risk youth. You may find a need for GED instructors in your community. If you live near a children’s hospital, you may find that they hire tutors for patients with longerterm hospitalizations. Tip: Within your preferred geographic range, contact centralized school districts for recommendations.

Community/Nonprofit Organizations

This is a broad category that includes organizations such as the YMCA, Spina Bifida Association, Girl Scouts of America, etc. Some nonprofits run year-round camps for targeted populations. You may also find some relevant jobs listed with your local library that could include programs for specifically defined audiences. Many communities need “cultural brokers” to provide basic information for new residents who come from other countries/cultures to learn about local resources. Tip: Search the United Way website in your area.

Government

Check out opportunities with the government at the local, state, and federal levels. Tip: Be resourceful! For example, many states sponsor a Migrant Education Program. They hire teachers and administrators for positions working with the children and families of migrant workers. ELL is particularly helpful with this population. Additionally, your community may also need instructors for citizenship classes.

Corporate Training

If you enjoy explaining new material and engaging adult learners, you might consider transferring your teaching skills to corporate training. Tip: Contact your university career center for recommendations on potential employers, professional associations, and alumni networks.

This is just a sample of opportunities outside of traditional classroom teaching. Apply your creative teaching skills as you explore occupations and potential employers to find a meaningful fit for your skills and interests.

What types of organizations and positions match my skills and interests?

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Exploring Employment Options

If You Could Teach Anywhere in the World, Where Would You Go? Shanna Parry Senior Managing Partner and Founder, Global Services in Education, Ltd., Malaysia

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nternational schools are seeing an influx of students who want to attend university in America. Because of this, American teachers are in high demand in international schools all over the world.

ü

So why should YOU choose a pathway of international teaching?

Teaching in an international environment allows a teacher to build a professional profile and see the world!

Include personal references on a CV. While resumes often omit this section, and references are submitted only if a potential employer requests them, a CV always includes a section with references with contact details listed.

ü

Create a cover letter template

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Request official copies of your transcripts, degree(s) and teaching certificate(s)

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Request a letter of reference from your current referees.

(A person who writes a reference for you will commonly be referred to as a “referee” in the international community.)

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Request a “proof of work” letter from your current employers.

This is a letter that includes your dates of employment, job title, and job responsibilities. This letter should be written by your current employer and written on school letterhead.

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Create “folders” on your computer so you can easily access important files and documents. Create folders for:

Many teachers choose an international pathway to enrich their career prospects and return to their home country with valuable teaching and professional development experiences. A teacher with experience working in an international school can be very sought after by school districts who welcome educators with enhanced skills in differentiation, teaching ELL students and teaching students with high academic standards.

Most people have dreams of exotic travel but are usually limited by time, money, or both. By choosing to work where you’d like to visit, you can enjoy not only the excitement of travel but experience that locale on a much deeper level than that of a traditional tourist.

• Scanned copies of past evaluations • Reference letters including referee contact information

Here are some advantages of teaching overseas: ü Excellent salaries (sometimes tax-free) with great savings potential

• Digital copies of your passport, passport photos • CV, including personal statement and cover letter(s) • Copies of transcripts, teaching licenses, etc.

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Annual flights home (provided by most schools)

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Free accommodations (utilities paid) with worldwide insurance benefits available at most schools

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Do your homework. Study different regions with an open mind and discover where you would like to work and live.

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Ability to teach in English - no foreign language necessary

ü

ü

Small class sizes

Create a checklist of things that are important to you both personally and professionally.

ü

High demand for American teachers in all subject areas and grade levels

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Create a Skype account and post a professional picture to your account.

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High demand for newly-graduated teachers and experienced teachers

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International experience and opportunity to broaden your professional (and personal) profile

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Chance to become part of exciting teams of energetic, committed, innovative and creative educators

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Cultural experiences of which most only dream

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Travel the world – Teach while you travel!

Application and interviewing insight: When interviewing with an international school, be prepared for a slightly different application process!

Because the international application process is more extensive than just submitting your resume, there are things that you can do ahead of time to prepare for this process: ü

Prepare your CV. A CV is different from a resume. A resume is a summary of experiences, both professional and educational, which are relevant and tailored toward the position for which you are applying. A CV is a full history of your professional, educational and personal achievements.

ü

There is also a difference in length between the two. A resume often is a one-page document; two pages for some senior positions. A curriculum vitae (CV) may be many pages because, unlike a resume, it may include details such as a list of grants you've received, articles you've had published, research you've conducted or memberships in civic organizations.

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Skype is the most common way to interview for an international teaching position. Please refer to the article “Interviewing for a Teaching Position via Skype” for some helpful tips.

Final Thoughts: There are as many good reasons to choose to teach internationally as there are opportunities. Regardless of where you are in your life and career, this might be the perfect option for you. Whether you are just beginning your teaching career or winding down, chances are there is a country and school that will be an ideal fit for you! So, if you have an adventurous nature and are ready for an amazing, life-changing experience, you might want to consider the teaching opportunities that await virtually everywhere in the world.

Just one word of caution: “truth in advertising” is not as well governed in most countries as it is here in the United States; so don’t be swayed by a glossy brochure or vague promises. It’s always in your best interest to have a knowledgeable advocate, with both international experience and a proven track record on your side. A reputable placement agent may charge minimal fees for finding your dream job and should be available with ongoing support throughout your teaching contract.

An international teaching post can be the most incredible experience of your life as well as an impressive addition to your resume/CV if you make the right match!

Good luck and happy travels!

Kris Crum Lead Mobilization Recruiter (retired), International Schools Consortium, Georgia Stress in a new culture is inevitable as you move overseas, but manageable if you prepare to engage as a learner. When entering a new culture, observe before making assumptions, gather information from local people, and ask questions to discover a purpose behind things that you don’t understand. Make it your goal to gain clarity about your new culture and to cultivate friendships as you learn.

In the late 1970s and early 80s, Dr. Max Raines and his colleagues at Michigan State University created the ADAPT Model for first-year college students. Moving to a new country can feel like starting college-- the feeling of being lost and needing a mentor. The professors at MSU identified 5 critical transactions for any major change utilizing the word ADAPT.

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ctivate Commitment: This transaction is made within ourselves and is probably the most crucial. Making a commitment to personal growth and continual learning keeps motivation high, even during difficult times. Viewing transition as an opportunity for positive growth leads to a faster and more successful transition to a new experience and environment. This improves confidence in seeking support to gain a better perspective.

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evelop Support: Making the commitment to be fully engaged encourages participation in learning new skills, discovering new patterns in behavior, meeting new people, and expressing expectations. Engaging well necessitates finding resources to help navigate the transition, thus bringing about new friendships and talents as well as the start of a sense of belonging.

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djust Expectations: Expectations are made in preparation for an international move. Some expectations are obvious, such as “Someone will be at the airport to pick me up.” Some may be harder to discern, such as “I am skilled at languages.”

Consider your expectations, including how practical they are, and make them realistic and attainable. Adjusting expectations is an intentional and continual process. Evaluate those things that have worked better than expected to keep a positive growth perspective.

International Resources Council on International Educational Exchange: www.ciee.org/teach Department of Defense Education Activity: https://www.dodea.edu/Offices/HR/index.cfm

Exploring Employment Options

Adapting to Living Internationally

Dipont Education: www.dipont.com GoinGlobal: http://www.goinglobal.com/ International Schools Services: www.iss.edu JET: Japan Exchange and Teaching Program: http://jetprogramme.org/en/ Peace Corps: www.peacecorps.gov U.S. Department of State—Office of Overseas Schools: www.state.gov/m/a/os TESOL International Organization: www.tesol.org TIE Online: www.tieonline.com Time Plan: www.timeplan.com Transitions Abroad www.transitionsabroad.com University of Northern Iowa Overseas Placement Service for Educators: teachoverseas.uni.edu World Teach: www.worldteach.org

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rioritize Goals: To keep expectations positive and realistic, set goals that create opportunities for success. Formulate a set of small, attainable goals to gain confidence. Building selfassurance provides the incentive to set more goals and attempt new experiences.

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ranspose Identity: How we think about ourselves has much to do with our successful adaptation to change. The physical body may have made the transition to the new country and school, but the heart and mind may still be in the former place. Modifying identity to include the new environment requires time and honesty. Seeing value in having a new identity within the current situation assists with a successful transition.

If you could teach anywhere in the world, where would you go?

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Exploring Employment Options

Advice from Educators Who Made the Switch to Virtual John Rollack Human Resources Manager, Proximity Learning, Texas

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ome teachers today are looking for more flexibility in their careers. They are willing to give up careers in traditional brick-and-mortar schools to serve as faculty members in online schools.

However, because they love students and teaching and have a passion for building knowledge, they may find it difficult to leave a traditional setting for one solely online. Yet, this is an emerging alternative to consider, especially if you are comfortable with online instruction and seek more job-related flexibility.

Finding A Happy Medium Those who make this shift may find the best of both worlds in the virtual schools. Teaching from home and creating a schedule that works with their lifestyles provides the flexibility and freedom some crave. Organizations such as Proximity Learning offer teachers careers in this growing field. As virtual instructors, teachers live stream instruction daily while benefiting from interactions with students as they deliver engaging lessons. In fact, online teachers get to know students on a personal level similar to those in traditional classrooms.

Certified virtual teacher Maricarmen Perez Torres describes her new work-life balance as “magical” since she left brick-and-mortar schools for remote teaching. She can spend more time with her own children without giving up her love of helping students learn.

Virtual Math Teacher Diana Brown explains, “It was tearing me apart leaving my passion. I left my job, and I was devastated. Then I found an Proximity Learning [online teaching opportunity]. I could still follow my passion while being home with my kids and not missing that quality time.”

To make the switch from brick-and-mortar, virtual teachers recommend: Taking Advantage of Professional Development New teachers should not expect to suddenly be an expert in virtual teaching all on their own. Proper preparation should include enrolling in free professional development courses, listening to webinars, watching tutorials, and becoming certified with online learning software.

Teachers that are most effective are those that take the time to learn more about online instruction, which helps by building confidence.

Peer Connections The best virtual teachers exchange ideas. A brief internet search will easily connect new virtual teachers with other successful online teachers. Facebook and YouTube are two options to explore. Peers can be a fount of knowledge. These connections allow an exchange of general and content-specific best practices among virtual teachers as well as new edtech tools that can be incorporated into instruction.

Support Systems New virtual teachers should lean on their assigned mentor or manager. Department heads or other administrators can provide advice or assistance. They want to see teachers succeed, so no new teacher should feel shy. More experienced teachers can help virtual teachers through the transition period and understand how to best advise them for success.

Mental Health It’s important for teachers to take care of their mental health. Build in time for breaks from teaching when needed. Burnout can be avoided by setting boundaries. Also, it is helpful to debrief with someone trusted - a friend, mentor or professional. Time spent on a favorite hobby or quality time spent with loved ones also help to reduce stress. Strategically placed vacation days can be invaluable. Caring for their own mental health will help the new professional be the best teacher they can be.

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Derek G. Jack Associate Director, Career Services Team, Brigham Young University, Utah

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ith the current teacher crisis, chances are good that you could not only receive one teaching offer, but could potentially receive more than one. After an offer has been extended, don’t feel that you have to accept it in that moment, especially if you are considering other offers or waiting to hear from other schools of interest. Here are some tips for considering/accepting a teaching position:

Contracts: Considerations, Comparisons, and Concerns Dr. Dawn S. Jones Senior Assistant Director (retired), Career Services, Northern Illinois University

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ou’ve been applying, interviewing, hoping and waiting.

Finally…you have a job offer! The immediate response is to accept the offer and end the job search agony. Is that wise? Not without careful deliberation.

NEVER sign a contract without knowing its parameters. A contract is a binding legal document. Once you sign it, you are obligated to work for that district.

How do you know if you’re getting a good deal? Surprisingly, it’s not just about salary. Think about these potential contract components as you evaluate your offer.

ü

Do what is best for you and your family.

ü

Be honest. If you have been offered a position and you still have other interviews scheduled, ask for additional time to respond to the offer, i.e., twenty-four hours.

ü

Open contracts are commonly offered at a teacher fair/ recruitment event. These are extended when a school knows they want to hire you, but they don’t know where in the district there is an opening, and they don’t want to lose the chance to hire you.

Insurance ü Name and type of plan

ü

The terms of an open contract may differ from district to district.

ü Areas of coverage - e.g. medical, psychological, dental, life, disability, vision

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Ensure you understand the details of each open contract, such as if you have a voice in the decision regarding your building placement.

ü Options to add family members to the policy

ü

Take time to consider the pros and cons of the contract.

ü

Visit your career coach at your university’s Career Services center for any additional questions and advice.

ü

Once you have accepted a position, be professional and fulfill the contract. Reneging on an offer reflects poorly on you, your university, and may result in you losing the opportunity to teach in other districts in the area.

Being knowledgeable about the teacher contract process will help you to find a job in a district that is a good match for you and help you to move forward successfully in your career.

Exploring Employment Options

Accepting a Teaching Position

Salary (examine the district’s salary schedule) ü Starting salary ü Highest salary on the schedule ü Number of lanes/steps (rate/means of progression) Method of disbursement (monthly, weekly, etc.)

ü Cost to employee (amount withdrawn from paycheck) Education ü Reimbursement for courses taken; number and types of courses eligible for reimbursement ü Choice of institution to attend…are you limited to specific institutions? ü Grade requirements Time Off ü Vacation days ü Sick days (and provisions for long-term medical leave) ü Allowance for personal days/emergency leave days ü Sabbatical opportunities Professional Development ü Coverage of expenses: registration, organizational membership, materials ü Travel/meal/hotel allowance ü Type of permitted professional activities

Ask yourself if what you're doing today is getting you closer to where you want to be tomorrow.

Retirement ü Percent paid by a) the district; b) the employee ü Earliest retirement age; mandatory retirement age ü Conditions to be met for retirement Other ü Union dues ü Mentoring programs – length and scope

Make sure that the job offer and your own career goals are compatible. This could be the beginning of a long, rewarding relationship.

American Association for Employment in Education

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Exploring Employment Options

Teacher Salaries: What to Consider When Accepting Employment Offers Sherri Morris Teacher Talent and Retention Administrator, Wake County Public School System, North Carolina

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hen navigating the teacher job market, applicants have many factors to consider before accepting an employment offer. Teachers are often less focused on salary than on the primary considerations of grade level, subject area, number of preparations, or school location. Beginning teachers, often seeking their first “real” jobs, may not realize that salaries can vary significantly from state-to-state and from district-to-district, as well as between public, private, and charter schools. It is important for teachers to become informed about how salaries are calculated and how benefits and incentives, when combined with salary, create a total employee compensation package.

Although salaries ranges can vary greatly, one commonality shared by the majority of K-12 educational organizations is that, generally speaking, teacher salaries are non-negotiable.

Salaries are assigned based on pre-established salary scales.

These scales typically take into account such factors as the teacher’s years of experience and educational level. For example, a fifth year teacher with a bachelor’s degree would expect to earn more than a first year teacher with the same bachelor’s degree. Similarly, a fifth year teacher who holds a master’s degree would logically anticipate earning a higher salary than a fifth year teacher with a bachelor’s degree.

The education field is also beginning to differentiate pay for teachers who work in high needs schools or who teach in high demand curriculum areas like special education, math, or science. This pay differential can come in the form of a higher base salary or in additional supplemental pay. In some instances, teachers in hard-to-fill licensure areas may be eligible for signing, recruitment, and/or retention bonuses.

With a little research, applicants can usually locate the school or the district’s teacher salary schedules on the organization’s website. The district’s “Human Resources” or “Jobs” pages are logical places to begin this salary scale search.

In addition to their salaried pay, new teachers would be wise to consider the benefits and incentives offered by prospective employers. A less competitive salary can be made more attractive when combined with a strong benefits package.

Before accepting employment offers, beginning teachers should be knowledgeable about the health, dental, vision, retirement, and other possible benefits available to them. For example: ü the employee’s cost for health insurance ü the change in cost to cover a dependent or spouse ü the inclusion of dental, vision, or prescription benefits in the health insurance coverage or if they are offered at an additional cost ü the cost of co-pays and deductibles ü the retirement savings programs (ex. 401k or 403b plans) offered and if the employer makes matching contributions ü the percentage of salary that will be deducted for retirement contributions In their quests to make informed employment decisions, new teachers can also evaluate the costs of living of various areas as they consider competing job offers. Expenses associated with housing, gas, groceries, transportation, car insurance,

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etc. are all details that can impact the financial ramifications of a specific teaching position. Numerous online cost-of-living calculators are available to aid applicants in weighing these factors.

Additional questions that discerning job seekers ask themselves about the financial implications of an employment offer include: ü Do I intend to (and can I afford to) live in the community where I work? ü How far am I willing to commute to work? ü How will the distance of my commute impact me financially? ü Does the position provide tuition assistance or reimbursement if I choose to pursue a master’s, doctorate, or National Board Certification? ü Are there no-cost or low-cost opportunities for professional development? ü Will there be opportunities to supplement my income by taking on extra duties like coaching or sponsoring clubs?

Accepting a first teaching job is one of the most exciting decisions in an educator’s professional life. With conscientious research, informed questioning, and careful reflection, this decision can also be one of the smartest choices of a new teacher’s career—instructionally, personally, professionally, and financially.

Karen T. Riddick Executive Director of Human Resources, Greensville County Public Schools, Virginia

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fter working as an educator for 21 years, I still remember my first year as a teacher. The memory that stands out to me is the support I received from my co-workers during that first year. There was so much that I didn’t know, and the veteran teachers, many of whom were my former teachers, took me under their wings. I am forever grateful for their wisdom.

Based on my 21-year career in education, from classroom teacher to program director, to building administrator, and now central office administrator, there are three things I know for sure– teaching is important, teaching is changing, and teaching is hard!

If there is anyone who can offer advice to new and aspiring teachers, it is those of us who have learned important firsthand lessons from our mistakes, our successes, and our experiences in the field.

There are many things I can share about this profession called teaching, a profession I was born to do and have grown to love. A few of the lessons and practices that have worked for me are persistence, amnesia, life-long learning, and building positive relationships.

If you are an educator, or thinking about entering the education field, you love kids. But loving children won’t be enough to sustain your passion for this profession. You will need a drive to NEVER let kids down. It’s a drive that will force you to get out of bed every Monday morning because you know that your students need you and depend on you. It’s a drive that allows you to create a magical environment for your students where they feel safe and nurtured. It’s a drive that forces you to see the best version of every student you come in contact with, even when they don’t see it in themselves.

Amnesia This lesson was a tough one for me, but the truth is that new teachers can and will make mistakes. Your students will mess up too. It is important for you to remember that every day is a new day. Both you and your students get a fresh start each and every day. We say it all the time, “learn from your mistakes” that’s how you grow. When you make a mistake, own it, and work to find solutions to correct it so that it won’t happen again. Then move on and forget it. When your students make mistakes, teach them to learn and grow from their mistakes, and then to forget about them. Start the next day just as excited as the day before, focusing not on the mistakes, but on the impact you are making on their lives.

gossip and negativity, maintain a laser-like focus on meeting the needs of your students.

Be a Life-Long Learner Don’t be afraid to learn from others. There is always going to be a phenomenal teacher in your building. Take advantage of the opportunity to learn from him. Observe her class, ask questions, and share your ideas. Let him be a shining light for you so that you can be a shining light for your students. Always keep up with the most current instructional trends and stay updated in your practice. Seek meaningful professional development that will allow you to grow as a teacher. Be just as passionate about learning as you will be about teaching.

Navigating Your First Year of Teaching

Advice for Incoming Teachers from a Veteran Educator

Build Positive Relationships The ability to build positive relationships is critical to successful teaching. Some people say that relationships are just for the elementary level, but building connections with students is necessary at all levels. Build positive relationships with your students and their parents, and don’t be afraid to let them know a part of you. Not a part that’s too personal, but a part of you that lets them know that you are human.

Get to know students not just academically, but personally and socially. Attend their school events and activities. Show them that you care. You are responsible for cultivating an atmosphere of trust, and the way to build trust is through positive relationships.

There will be days in your career when you will be jumping with excitement and love your job. There will also be frustrating days when you ask yourself, “Is this job for me.”

There is no script for teaching, and no two days are the same because teaching is important, teaching is changing, and teaching is hard. Be flexible. Embrace conflicts as learning opportunities. Laugh often. Stay focuesd. Positively impact the lives of your students!

On behalf of educators everywhere, Good Luck!

Focus I frequently tell new teachers, “Don’t believe the hype” or, “Save the drama”, and I encourage them to stay away from the gossip and negativity that can be found in the teacher’s lounge. Especially when you are frustrated, it’s easy to get caught up in negative talk and to lose your focus. You have to remember to stay positive, and most importantly to stay focused on the needs of your students. Your students are depending on you. You owe them the best version of yourself that you can possibly give. You cannot allow anything to interfere with your ability to provide the best educational experiences for your students. To combat the frustrations of

85 American Association for Employment in Education

Navigating Your First Year of Teaching

Pandemic-related Notes to Beginning Career & Technical Education (CTE) Teachers on Adaptation Skills for Instructional Effectiveness Dr. Benjamin Ogwo ACUE Professor & Chair, Career & Technical Educator Preparation, State University of New York at Oswego, New York The COVID-19 pandemic has posed serious leadership and instructional challenges to the implementation of career and technical education (CTE) programs. This pandemic era is characterized by heightened health and safety concerns for CTE programs which have always stressed students’ safety. These concerns have been regularly addressed by the Center for Disease Control (CDC) and Occupational Safety and Health Administration (OSHA) guidelines on how to protect the students and the teachers.

The guidelines have impacted every aspect of CTE program implementation including instructional delivery and teacher effectiveness. Beginning CTE teachers are particularly impacted by the numerous and dynamic changes that were not foreseen during their teacher preparation hence they are struggling to grapple with achieving CTE program objectives during the pandemic.

Career and Technical Education (CTE) programs prepare students for college and the acquisition of occupational skills (Gordon & Schultz, 2020) which regulates their curriculum implementation as well as instructional delivery. The CTE teacher is therefore saddled with the responsibility of preparing students for the ever-changing workplace conditions which are further complicated by the pandemic.

These pandemic-related conditions have taken a heavy toll on the beginning teachers’ ability to meet the instructional demands associated with social-emotional, occupational skills acquisition, and adherence to occupational standards in their respective CTE programs.

Wilcoxen, Bell, and Steiner (2020) pointed out that it takes beginning teachers even more time to meet their professional obligations than veterans as they adjust to new roles, content, and varying school cultures; this is especially so within the pandemic era. Some of these beginning teachers were recruited with industry experience and without pedagogical training while others were prepared as preservice students solely on the use of traditional instruction delivery while the pandemic era forced CTE programs to resort to the use of varied digital instructional delivery for coping with remote learning. These teachers are foremost first faced with adapting to challenges of a new teaching career, the apprehension in utilizing an uncertain pandemic-related instructional situation, and sometimes are using hit-and-miss methods to apply digital technology for instructional delivery. In addition, synchronous virtual delivery using Zoom, Teams, and Google Meet are commonplace in the CTE program, and beginning teachers need guidance on how best to adopt these media for instructional delivery. This paper is therefore aimed at exploring the beginning teacher’s challenges and hints on how to adapt to the instructional demands for a pandemic era.

Challenges and Adaptation Skills for CTE teachers during the Pandemic

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The greatest challenge for beginning teachers is the struggle with self-confidence as well as self-assessment in their ability to cope with varying instructional demands caused by the pandemic.

Against the background of changing CDC and OSHA guidelines, public health, transportation issues, and other uncertainties, the teachers are challenged to remain resilient and professional in American Association for Employment in Education

the discharge of their duties. Similarly, the emotional and social challenges in coping with remote learning situations as well as the associated health issues of the COVID infections are incapacitating for both the beginning and veteran CTE teachers. Other challenges include lost time, missed in-person laboratory activities, the use of unfamiliar learning management systems, differentiated instructions for all students according to specific learning difficulties, and the application of blended learning instructional delivery.

The most pertinent adaptation skills needed by the beginning CTE teachers are those that build confidence in their ability to strive despite the challenges of the pandemic. The teachers should demonstrate adaptive skills in the use of empathy, flexibility, and creativity in the application of class rules and implementing the content of the course syllabus. It is important to record every instruction, so students who could not attend the class could subsequently watch the video. The blended instruction and use of synchronous virtual instructional delivery techniques are highly recommended. The use of Zoom, Google Meet, Teams, etc. should be preceded by pre-class rehearsals and training of the students on how to participate in virtual classes. Be sure to ascertain the availability of internet services and workable computers for all students before contemplating the use of synchronous virtual instructional delivery.

Instructional Effectiveness Delivery during a Pandemic Instructional delivery during the pandemic is affected by lots of moving parts such as political considerations, parental concerns, changes in epidemiological rules (CDC and OSHA guidance), and difficulties in completing laboratory activities entailing in-person participation. The stress should no longer be implementing all the pre-pandemic syllabus but effectively delivering on plausible course content without compromising the teacher’s and students’ safety and health. Rather than broad coverage of the syllabus, the modular approach should be adopted in redesigning the syllabus to focus on composite skills/information that transcends all aspects of the curriculum. The associated uncertainty of school timetables and guidelines demands more creativity and differentiated instructional and assessment in CTE program implementation. Instructional effectiveness during the pandemic is redefined as doing the most with the least resources, less time, more use of digital technology in various instructional situations, and a show of empathy in instruction and evaluation activities.

Conclusion There is no magic wand to solve all the challenges associated with the pandemic. Every teacher should work with school leadership and the school district to evolve individualized solutions to identified instructional challenges. There should be more use of social-emotional skills in enabling the students to cope with the usual demands relating to the pandemic. Ultimately, beginning CTE teachers should be confident that the pandemic is a passing phase in their career and should soon come to an end.

Dr. Dana Iera Dr. Ashlea Rineer-Hershey School Psychologist, Plum Borough School District, Director of Special Education, Plum Borough School District, Pennsylvania Pennsylvania

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ealing with the stress of everyday life is not new to anyone. Having a global pandemic take place in the midst of a school year, however, has certainly added a new level of stress to many educator’s lives. In the beginning of March of 2020, most schools were functioning as normal. Unfortunately, within a few weeks, most schools were shut down indefinitely for in-person instruction. Soon after, many schools took on the perplexity of virtual learning through online platforms. There was very little time to prepare and schools were tasked with continuing to educate their students. Schools have focused on the academic rigor and the online platforms that are best suited for the students, but many have failed to provide the support that many teachers need to feel successful.

Navigating Your First Year of Teaching

Effective Stress Management for Educators

Below are some simple tips for educators to follow that will, hopefully, leave a positive impact on their level of stress:

Help Another Yes, help someone else first. Having the power to help a fellow colleague in even a little way can go a long way. It feels good to help other people and likely, they will pass that kindness on. Share a new strategy or online resource you’ve found helpful in your own classroom or drop them off a sweet treat to show your support of their hard work.

Self-Care Be sure to think of yourself. Are you taking care of your body and your mind? Eat a well-balanced diet and do something you enjoy. Be sure you have something to look forward to, whether it’s exercise, a hobby, or being with loved ones. As a teacher, you’ll likely prioritize the needs of your students over anything else. However, you also make sure your own needs are met, so you can best support your students.

Set Goals Whether you like to plan day by day, or week by week, take a few minutes to set your goals and write them down. What is essential for you to get done? Prioritize those goals and don’t get distracted. You will feel less stress when you can visually see the progress you have made.

Work Together Although physical distancing may inhibit your ability to meet with your colleagues, use other means to collaborate. Virtual meetings or phone calls can still be useful in talking and planning with your fellow educators. Continuing to have this connection allows you to learn what’s working for them, as well as to talk about what’s working for you.

Again, if you are not in a healthy place with your own stress, it makes it tough to meet the needs of your students in today’s challenging school environment. It is more important now more than ever to make your own well-being a priority, so you can best support your students.

NOTES

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Navigating Your First Year of Teaching 88

The Self-Care Imperative for Teachers: Work-Life Balance Matters for a Long, Successful Career Dr. Judi Vanderhaar Dr. Marco Munoz Educational Consultant, Kentucky Department of Education Human Resources/Teacher Retention, Jefferson County Public Schools, Kentucky

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ogether, we are experiencing a collective trauma that continues to pose formidable challenges to our external and internal worlds. While we humans have great capacity to adapt to changes and difficulties, navigating the demands of teaching students amid great uncertainty and instability can feel overwhelming during a pandemic.

Shortly before the COVID-19 shelter-in-place, educators in Kentucky took the impact survey and noted many areas in need of attention. Emotional wellbeing was one of them.

Fifty-nine percent of educators reported they were concerned about the emotional wellbeing of their colleagues as a result of their work in schools, and 51% noted they were concerned about their own emotional wellbeing. Additionally, 67% reported that student misconduct disrupts the learning environment in their school. What neuroscience points to is that what appears as misconduct is a symptom of traumatic stress. Mental health experts predict that we can expect both traumatic stress and emotional distress to be even more present in our schools this year due to the pandemic.

As a teacher, have you ever thought to yourself, “They don’t understand how stressful my teaching job really is…”? On top of dealing with competing classroom and school demands, so often we have to make split-second decisions that will affect many student lives. While we are taught that we have to be strong in our decision-making, it is difficult not to secondguess ourselves. The stress on our shoulders can be too much to bear at times. Doing something to increase our capacity to cope with the various stressors is clearly necessary at ALL stages of the teaching career, but particularly in the first few years.

The rate of educators leaving reached an all-time high in 2018 since recording began in 2001. While many factors are responsible for this trend, the multitude of stressors faced by adults in schools are key contributors. A recent study suggests we are greatly underestimating the magnitude of stress levels among educators; the vast majority (93%) of elementary teachers reported high levels of stress, while only 7% reported having low levels of stress and high coping ability. Poor mental health was also shown to have jumped to “alarming” levels among teachers. When our educators suffer, the entire school community suffers. The need to address care for multiple areas of wellness is more critical now than ever before due to the compounding impacts of the pandemic.

Unbeknownst to many, we actually have an ethical obligation to take care of ourselves; in fact, our professions are centered on relationships. If we aren’t taking care of ourselves, how can we take care of those we are responsible for (students and colleagues) in our schools? According to the Association of American Educators (2018) “The professional educator maintains sound mental health, physical stamina, and social prudence necessary to perform the duties of any professional assignment.” According to The American School Counselor Association (2016) ethical standards, school counselors must monitor their emotional and physical health and practice wellness to ensure optimal professional effectiveness. School counselors seek physical or mental health support when needed to ensure professional competence.

Additionally, while there is a growing recognition and development of training around supporting students with American Association for Employment in Education

trauma, there should be a parallel recognition and support for addressing secondary traumatic stress among teachers in schools, regardless of their career stage. A 2017 brief from the Substance Abuse and Mental Health Services Administration shares ways that leaders in organizations can support people to reduce the impact of secondary trauma (aka compassion fatigue) and this might be helpful for teacher leaders as well as school administrators. This resource also includes tips for what educators should be on the lookout for and strategies to support themselves.

We recommend considering the following to support self-care for yourself and your colleagues. We are all on this together and we need to figure out ways to avoid burnout. Compassion starts with ourselves and that is not selfishness.

• We must all learn how to become a true friend to ourselves. We are in this profession because we have an innate compassion for others, but we are often lacking in self-compassion. Consider taking a brief self-compassion test from Self-Compassion.org to gauge where you are and try out some of the site's exercises to help you stay mindful of your own suffering and treat yourself with kindness as difficulties arise.

• Encourage your colleagues to take the free Professional Quality of Life test (proQUOL) which allows individuals to assess where they are on compassion satisfaction, compassion fatigue, burnout and secondary traumatic stress. Take time to reflect on this as a person, but also discuss this as a group in your professional learning community.

• Ask yourself and those you work with to use the self-care wheel from Olga Phoenix and select at least one item in each area to commit to in support of wellbeing. See Figure 1 below for details associated with the six domains related to this useful self-care wheel.

• Access and share free printable kindness cards from the Center for Healthy Minds with practices to promote wellbeing and stress reduction for yourself and for those you work with. Our experience is that simple expressions go a long way in the process of building a caring community of learners.

• Consider taking a free self-paced course on managing emotions during times of stress and uncertainty designed for educators by the Yale Center for Emotional Intelligence.

• Review and share practices from a brief on maintaining educator wellbeing developed by the Trauma Responsive Educators Project as it offers useful and practical information and resources on supporting wellbeing.

• Encourage a weekly wellness check-in with at-home and in-person learners through advisory groups or by assigning adults or peer/buddy mentors to individual students.

We want to close by thanking teachers for what they do every day in the classroom. It is amazing to see how they have been able to cope with so many challenges associated with a pandemic. Please never forget that caring for others starts by taking care of yourself.

Navigating Your First Year of Teaching References: 2020 Impact Kentucky Working Conditions (2020). Kentucky Department of Education.

Retrieved from: https://www.impactky.org/

Professional Quality of Life Measure (2012). Retrieved from: https://proqol.org/ProQol_ Test.html

Teachers Quit Jobs at Highest Rate on Record (2018). The Wall Street Journal.

Retrieved from: https://www.wsj.com/articles/teachers-quit-jobs-at-highest-rate-onrecord-11545993052

Self-Care Wheel (2015). Olga Phoenix. Retrieved from: http://olgaphoenix.com/self-carewheel/

Empirically Derived Profiles of Teacher Stress, Burnout, Self-Efficacy, and Coping and Associated Student Outcomes (2017). Keith C. Herman, PhD, Jal’et Hickmon-Rosa, BA, Wendy M. Reinke, PhD. Retrieved from: https://journals.sagepub.com/doi/ pdf/10.1177/1098300717732066 2017 Educator Quality of Work Life Survey (2017). American Federation of Teachers (AFT). Retrieved from: https://www.aft.org/sites/default/files/2017_eqwl_survey_web. pdf Organizational Resilience: Reducing the Impact of Secondary Trauma on Front Line Human Services Staff (2017). Substance Abuse and Mental Health Services Administration (SAMHSA). Retrieved from: http://files.constantcontact.com/ bde05f96001/de8d7207-b6a8-440c-8e19-eea3dc5f5e1f.pdf?ver=1504885429000 Test how self-compassionate you are (2021). Retrieved from: https://self-compassion. org/test-how-self-compassionate-you-are/

Printable Kindness Cards. Center for Healthy Minds, University of Wisconsin - Madison.

Retrieved from: https://gallery.mailchimp.com/129812392587d22ccb47bf750/files/ bb112035-64aa-428b-a719-95fb46029786/Printable_Kindness_Cards.pdf?utm_so urce=Center+for+Healthy+Minds&utm_campaign=892f90c8ff-MAILCHIMP_ KindnessCards_DONOR_COPY_01&utm_medium=email&utm_term=0_cce2315563892f90c8ff-9647903 Managing Emotions in Times of Uncertainty & Stress (2021). Yale Center for Emotional Intelligence. Retrieved from: https://www.coursera.org/learn/managing-emotionsuncertainty-stress Lee, H., Griffin, R.M., Keels, M. (January, 2018). Maintaining Educator Well-being.

Practice Brief #4. TREP Project. Retrieved from: http://docs.wixstatic.com/ugd/fc6e9a_7 e863bbcdfff4e65b686f392f45c4c8d.pdf Virtual Check-In / 'Temperature Check' (2021). Retrieved from: https://docs.google.com/ forms/d/1fEJLltDj4NKVnMmQlLoXonEUQAb-mNFCGE2RBOH0K7Q/copy

Self-Compassion Guided Meditations and Exercises (2021). Retrieved from: https://selfcompassion.org/category/exercises/#exercises

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Navigating Your First Year of Teaching

You’ve Graduated - But You’re Not Done!

Dr. Robert Mitchell Assistant Professor, Leadership, Research, and Foundations, University of Colorado-Colorado Springs

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s you finish your degree and/or your educator preparation program, you are ready to begin your first year as a “real” teacher. However, you aren’t quite done with college. As you progress through your teaching career, you likely will have to add to your formal education with more college courses to support your growth as a teacher.

Sometimes, it might be due to state requirement mandates, or it could lead to increases in your salary, or it may lead to opportunities within your school district. Before you start down the trail of even more school, keep the following points in mind.

Take time and live While it may seem natural to head back to school immediately, give yourself a break. Your first year of teaching will likely be exhausting, and jumping right back into a college classroom might not be the best option. Take the year off from attending classes. Focus on your teaching, your school, and your students—and remember to take care of yourself.

You can start school again next year.

Be choosy When you are ready to go back to the university or college setting, take some time to research your options. The school you previously attended might not be the best option for graduate classes or teacher-specific coursework. Check out a few other schools; talk to trusted mentors as well as other teachers about where they enrolled. Learn as much as you can about any program in which you are interested before beginning coursework.

Be clear about what you need Today’s colleges and universities offer hundreds of options regarding courses, programs of study, and advanced degrees.

Be clear as to what your district expects and the procedures you need to follow before starting any program. Getting a master’s degree might be a good idea, but make sure it is valued and rewarded by your district. Again, more information is better.

Try to avoid paying sticker price whenever possible We all know that college is expensive, and graduate school is even more costly. Before registering and paying tuition, explore existing programs that may help reduce the cost.

Many universities have special agreements with school districts for reduced tuition. Don’t be afraid to ask. It might save you some of your hard-earned money.

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Congratulations on starting a highly rewarding and meaningful career. Take the time to enjoy being done with school, but it can’t hurt to start thinking about your own development as an educator. Going back to school may very well be in your future, but finding the right programs and the right college takes a bit of research. Ask around. Your teaching colleagues probably have some great insight into the next steps.

American Association for Employment in Education

Build a Board of Mentors Dr. William Crawley Dean, College of Education and Professional Studies, University of West Florida, Florida

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hile the process of becoming a teacher is a life changing and rewarding experience, it also comes with countless challenges. Fortunately, beginning teachers can tap into the expertise of veterans for support. An important strategy a new teacher should consider is building a Board of Mentors (BOM).

“Mentoring has often been understood as a relationship between an older, more experienced mentor and a younger, less experienced protégé for the purpose of helping the protégé’s career” (Crawley & Crawley, 2021). However, while a select mentor-teacher may have much to teach a protégé, one mentor may not be able to meet all the needs of a fledgling teacher. To overcome such gaps in experience or information, new teachers should prioritize the development of a BOM, a group of several mentors who can provide a diverse set of experiences and insights.

When building a personal BOM, you should consider the following priorities: • Trust – Identify mentors who value a constructive mentormentee relationship built on confidence. They should recognize your need to express worries, angsts, and fears without expressing judgment.

• Listening – Seek mentors who are sincerely interested in hearing about your personal journey, including your passions and fears. Their support is essential to your success.

• Empathy – Look for individuals who through their own experiences have unique insights into many of the professional and personal issues you will encounter in your first years of teaching.

• Challenge – Seek out mentors who push and stretch their mentees to consider new perspectives and strategies.

• Respect – Place a priority on a healthy mentor-mentee relationship, especially one grounded in a sense of reciprocal esteem for each other.

It takes time to become a good teacher, and while a new teacher will surely feel exhilarated in working with eager learners and supportive colleagues, there is also much to learn – both about the classroom and oneself. A knowledgeable and diverse BOM will provide you with the support you need to enter this noble profession ready to share your love of learning and make a real difference in the lives of children.

References: Crawley, W., and Crawley, A. (2021). Intergenerational Reciprocal Mentoring: Dynamics and Impact. The Chronicle of Mentoring and Coaching. 5(14), 340-346. Retrieved from https://www. mentor-cmc.com/cmc/cmc2021/

William Minton Founder and CEO, CanopyEd, Louisiana

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or the past 13 years, I have worked with teachers. Over this time, I have observed over a thousand lessons and had hundreds of coaching conversations with first and secondyear teachers. Through this work, I have found that there are a few mistakes that nearly every teacher makes.

Seeing themselves as “the cool” teacher: All teachers envision that they will be admired and appreciated by their students. While this vision can become a reality, it won’t happen because of personality, youth, or the teacher’s “cool vibes.” It can be hard for new teachers to understand this concept, but teachers are authority figures, and there should always be a professional, authority figure dynamic between teacher and student. The behaviors and characteristics teachers often define as youth and relatability, most students interpret as inexperience and gullibility.

Students are far more likely to see the “cool” teacher as someone who will let them get away with something than as someone who can be a lifelong mentor, especially during the first few weeks of school. Becoming the mentor we imagine ourselves to be requires that we prioritize the relationships we have with our students and understand that these relationships will always exist within the context of authority and academic expectations. Students deserve teachers who are kind and who build relationships with them, but they also deserve teachers who will hold them to high expectations and support their learning and development.

Allowing minor misbehaviors to go unaddressed: Letting minor misbehaviors go unaddressed is often directly related to the first mistake of trying to be the “cool” teacher.

No one enters the teaching profession so that they can fuss at children, and no teacher wants the reputation for flipping out during the first few days of school; the majority of beginning teachers elect to ignore seemingly insignificant behaviors such as chatting during the lesson. This decision to ignore is the first step in a disastrous unraveling of classroom culture and wasted learning time. When we ignore minor misbehavior, what every student in the room thinks to themselves is, “Ms. X is okay with us talking during class. They must not really be serious about what they are saying.” While the teacher wants to be seen as flexible, the students see them as disorganized and weak. Now, that’s not to say that you need to start issuing consequences or yelling at students. When minor misbehavior occurs, see it for what it is—a test. Acknowledge that you notice the behavior and clearly communicate to students, either verbally or nonverbally, that the behavior it is not acceptable and that it will not be part of the routine on your classroom.

Not thinking enough about directions: Giving directions may be the single most common topic in my conversations with new teachers. Giving clear directions is a deceptively complex art. When directions are given without thorough consideration, the results are sloppy transitions, wasted learning, and teachers who are constantly scrambling and repeating instructions. Let’s be clear, this chaotic situation is never the students’ fault. Clear directions must

be given. Directions are like oil to an engine; without them, nothing will run smoothly, and the classroom will breakdown.

For every direction, no matter how small, make sure to get everyone’s attention and then say, not only what to do, but how to do it, how long it will take, and what will happen next.

Over time, this process will become a habit.

Confusing compliance with learning:

Navigating Your First Year of Teaching

Top 5 Mistakes New Teachers Make During the First Week of School

Mistaking compliance for learning is a common problem when the teacher is teaching using guided notes. Students quietly write what is being said, but when asked to use the information to work independently, they are at a loss for what to do. Depending on their level of investment, hands go up, heads go down, or social hour begins. Teachers should always make sure that they are checking for both authentic understanding and the ability to apply the knowledge being taught when the content is being introduced. Students typically say that they understand, but application requires a higher level of knowledge than mere understanding.

Letting students set the expectations in the room Far too often, new teachers do not know exactly what to expect with regards to the quality of student work. When students turn in low-quality work, the teacher may accept that this is the level of work that students are capable of at this school. This practice is especially common for teachers working with students from low-income communities. The obvious issue here is that it is the teacher’s job to move students beyond the level of current performance. Teachers cannot be satisfied with simple completion; they must always have a clear and ambitious vision for what students can accomplish. This vision must be clearly communicated to students along with feedback on how their work can better to move toward that vision. Giving students productive feedback is a central responsibility of the classroom teacher.

Obviously, the observations above are easier to talk about than to do something about, but I hope you find them useful as you begin to mentally prepare for your first weeks in the classroom. There is no job more dynamic or more rewarding than that of being a teacher. Hopefully these tips can help you more quickly reach your full potential and become the confident and rigorous teacher that your students deserve.

The art of teaching is the art of assisting discovery.

- Mark Van Doren -

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Navigating Your First Year of Teaching

Building Positive Parent Rapport Dr. Gina Blackburn Professor of Education, Grove City College, Pennsylvania

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ne of my greatest fears as a new teacher was initiating parent contact. I was very aware of the large age gap between my students’ parents and me, and that was intimidating. After a few calls home, though, I found that parents and I had something in common: we wanted their children to succeed. From my experience, here are five easy steps I have found effective in building a positive relationship with parents.

Introduce yourself Before you even know their children, introduce yourself to the families. You can make it formal by sending letters in the mail or more casual through emails. Tell a little about yourself and your family while explaining what students can expect from your class.

Make sure your letter is upbeat and shows your personality. Get the families excited about your class.

Commit to "Five a Days" Challenge yourself to call five parents a day for as many days as it takes until you get through all your students’ families. Give yourself a reward once you have made it through all your rosters. (Middle and high school teachers get an extra big award since they typically have well over 100 students!) These can be short conversations; even leaving a message on voicemail counts toward your “five a day.” Just tell the parents something positive about their child. Let them know what the student’s strengths are. This approach will pay dividends later in the year especially when you have to call the parents to share a problem. Believe me, it is well worth your time! In fact, you may be the only teacher to have ever called to say something kind about their child. Think about that for a minute. You may be the only teacher to tell the parents their child is great.

Maximize Parent-Teacher Conferences If you have used these strategies effectively, parent teacher conferences will be a positive experience for both you and the parents. Remember to always talk about the positives and potential you see in their child before sharing any problems. Also, when you share those problem areas, use language that exemplifies a growth mindset. For example, instead of, “Jake is talking too much in my class,” you could say, “I love how social Jake is. That will serve him well throughout life. We are working on knowing when it is helpful and appropriate to talk with his peers and when it is a distraction from his work.”

Finally, keep in mind that the parents will not necessarily be traditional moms and dads. They can be foster parents, grandparents, same sex couples, aunts, uncles, and even older brothers or sisters. They all have two things in common: they love their children, and they deserve our respect. The bottom line in working with parents is understanding that you are learning from them as much as they are learning from you. Parents are your students’ first teachers, and they are the ones who love them best. Prioritize these relationships and your relationships with your students will be even stronger.

Keep Communicating

In the age of technology, there is no reason not to keep parents informed about what is happening in your classroom. Of course, most schools have systems for reporting grades and homework electronically but go the extra mile and send a weekly email or newsletter, so parents can visualize all the wonderful things that are happening in your classroom. By emailing them weekly, you are also creating an easy way for parents to hit “reply” with any questions they may have. The lines of communication should be constantly open.

Include All Families Remember that not all your families will speak English. Find out from your administrators or even by asking the ESL teachers in your building which of your parents may need translation services.

If families are from another country, they may require some help understanding the American educational system. For example, grading, behavioral expectations, and learning experiences may all be different for their children compared to their homeland.

Making sure your families understand the way American schools operate will help them communicate these new expectations to their children. Talking Points is a useful app for communicating with parents who speak other languages. You can say what you want the parents to know, and the app converts your communication to the parents’ language. They can also communicate back with you using their language, which will translate into English. Go to https://app. talkingpts.org to sign up.

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he transition from education major to student teacher to beginning teacher can feel like a whirlwind. The hours of classes, projects, and practice lesson plans are now behind you. As a beginning teacher (BT) you find yourself face-to-face with PLC meetings, parent conferences, writing real lesson plans, and to top it all off, observations and evaluations.

For years, you were the observer, visiting the classrooms of master teachers, watching their every move, taking notes on the impact of their behaviors, decisions, and instructional delivery. Now, as a BT, your administrative team likely visits your classroom regularly to take notes on your behaviors, your decisions, and your instructional delivery. Your administrator will explain how often you will be observed each semester. For example, in some states a probationary student is required by law to be observed at least once per semester. The process can be daunting until you understand a few basics on the evaluation of new teachers.

Beginning teachers are not expected to know it all.

Administrators understand that you are learning and growing.

They do not expect you to have everything perfectly under control. Your first years as a teacher are formative. You will try new things, identify systems and processes that work for you, and, in all likelihood, you will fail a few times along the way. The trick is to fail forward. Every apparent failure is an opportunity for improvement.

Teaching is an occupation that is largely grounded in relationships. Seek to develop professional trust with the members of your administrative team. Talk with them about their expectations during classroom visits and carefully review your district’s observation and evaluation instruments. Invite your principal to observe a dynamic lesson or a special project that your students are presenting, then ask for feedback. The more familiar you are with how you are being assessed, and the more comfortable you are with having your principal in your classroom, the greater sense of ease you will feel on observation day.

are eager to support you as you develop into a master teacher. Administrators also have a vested interest in your performance because your work directly impacts student achievement. By investing in your development, they are ultimately investing in their students.

Putting observations and evaluations into proper perspective can minimize the anxiety you may feel on observation day.

Think about observations as the equivalent of formative assessments. They are intended to assess present levels of performance, identify areas for growth, and guide your professional learning. Think of your year-end evaluation as a summary assessment, not unlike a culminating test or project that you might assign at the end of the year. Just as teachers utilize all of the data available to them to determine students’ final grades, administrators consider numerous data points such as classroom observations, professional conversations, student performance, and teachers’ progress toward accomplishing their professional growth goals when making evaluation decisions. Growth is always the goal!

Navigating Your First Year of Teaching

I’m Being Watched! Navigating the Beginning Teacher Evaluation Process

Regardless of your experience level, observations and evaluations can create a sense of anxiety which may be more pronounced because the process is unfamiliar. By developing positive lines of communication with your administrators, establishing a clear set of expectations related to classroom observations, and focusing on quality instruction that is best for students, you can navigate the evaluation process with confidence.

Every interview and evaluation begins the moment you step through the front doors of the school.

You are not responsible for the actions of your students; you are responsible for how you respond to the actions of your students. This simple mindset shift can be especially freeing for new teachers. It is your job to establish routines and procedures that set all students up for success. Even in the best managed classrooms, students have the power of choice, and sometimes they choose poorly. Those poor choices may occur during an observation. Administrators are far more interested in how you handle the disruptions created by students’ poor choices than about the choices themselves.

Remain calm, address the situation with as little interference to instruction as possible, and move on. This business-like response exhibits professional confidence and showcases your strong classroom managerial skills.

Your administrators want you to do well; they are looking for positives when they watch you teach. Your principal and assistant principals were once classroom teachers, too. They understand the demands of the job, and they 93 American Association for Employment in Education

Navigating Your First Year of Teaching

A Teacher's First Year: Support, Reflection, and Deep Breaths Sarah Maloney History and English Teacher

R

ight after graduation, I decided to start my career in the United Kingdom. I was a new teacher starting in a new curriculum in a new country and in a challenging school. It was a risky move, but I became part of an amazing staff, learned some tricks of the trade, gained professional confidence, as well as traveled to 19 countries! As a first-year teacher, your passion and excitement throw you into this career with little idea of what to expect. You have studied pedagogy, teaching philosophies, techniques, assisted in classrooms, and have prepared as much as you can. However, you will not know the lifestyle of teaching until you experience it. Let me pass on some wisdom based on my experience.

First things first: you are not alone. You have to rely on the support from your colleagues, family, and friends. Your colleagues will be able to offer some advice, resources, or even an ear to listen. Ask your colleagues for old resources, ideas, websites, or strategies. Don’t forget to use your support network to highlight the good days. You will have days when you feel like the best teacher in the world, so be proud and let them know. Social media is also a fantastic way to connect with other teachers to ask for advice. Join some teacher groups; a stranger somewhere might just say exactly what you needed to hear. The praise and support you receive is crucial in your first year.

strategies and philosophy on teaching will help your life, your teaching, and your sanity.

Last, but not least, I strongly advise you to develop balance in your life. Your first year of teaching will be hard work, but don’t forget about the fun! About 3 weeks into my teaching, I realized that I had spent so much time trying to perfect lessons that I had not even eaten dinner that night. I would go to school and come home to work. I was exhausted. I finally realized that I needed a system—not to organize my work, but to organize ME. From that point on I stayed after school until my work was done; I used my prep time for planning, and I kept my home time for me. Sometimes there were exceptions, but I tried to keep to that routine. Make time to read for fun, watch TV, and go for a walk. You will be more focused and happier.

Your first year of teaching will be hard work, but you will also have those first “teacher moments” that you will never forget. Always remember your passion for the job!

Secondly, it is important to reflect on yourself and your teaching—the good, the bad, and the ugly. No matter if you have been teaching for one day or 30 years, you should always be reflecting. Education changes in terms of strategies, philosophies, and what is the latest “best practice.” Find what works best for you and your students.

One unsuccessful lesson might ruin your day, but it won’t ruin your career. Think back, reflect, and change your method. I knew a teacher who wrote in her journal each night and used her writing as a way to reflect on the teaching day. Taking the time to understand your changing What inspired you to become a teacher? What first "teacher moments" are most memorable?

94 American Association for Employment in Education

Claire Gough English-Language Arts Teacher, Chapel Hill-Carrboro City Schools, North Carolina

I

will never forget the feeling of waiting for the first bell on my first day of teaching. With coffee in hand, a slideshow prepped, and “Welcome to 8th Grade ELA” written across the board, I stood at my door brimming with eager anticipation feeling I was as prepared as I could ever be, yet still feeling totally inadequate for what lay ahead. The list of “what ifs” streaming through my head was daunting, and I quickly realized that suddenly I was the only adult, the sole authority in the room.

Like many first year teachers, I share the sentiment that “you’ll never be fully ready, because you have to learn by doing.” No matter how much you read, role play, or theorize, and regardless of the quality of your student teaching experience, much of what must be learned about being a teacher can only come from teaching. Making quick decisions, fielding questions from students, teaching a lesson that completely flops-- these are the moments that sharpen you as an educator. Much like what we ask of our students, sometimes you just have to try your best, learn from your failures, then try again.

Looking back on my first year, things I learned from my colleagues or from my own failures proved to be invaluable experiences that have immeasurably impacted my life as a teacher. Many of these lessons centered around the categories below, and while the suggestions below are far from exhaustive, they have the potential to make your teaching more manageable and more enjoyable. Teaching is fun! ü

Self Care: As teachers our jobs extend far beyond teaching the curriculum. We are managers, counselors, nurses, etc. All of these jobs within a job can take an emotional, mental, and physical toll. As a first year teacher it is imperative that you pay attention to the importance of self care. Model healthy coping strategies in the midst of stressful situations. Learn to balance work and fun. Burnout is normal, even expected. Take steps to focus on your physical, mental, and emotional self and ignore the natural impulse to view self care as selfish. Taking care of yourself is never selfish and it does not interfere with your students’ learning. In fact, the healthier you are, the better able you will be to meet the needs of your learners.

Tip: When you are feeling burnt out or overwhelmed, it’s likely that your students may be feeling the same way. Schedule a reading or reflection day to provide time for both you and them to recharge.

ü

Community: The sense of community is one of the most critical aspects of the teaching profession. Be intentional about getting to know your coworkers. Ask them about their strengths as teachers. Learn from them and look to them. Likewise, make intentional efforts to cultivate community within your classroom.

Commit time to getting to know your students and their families. Let your students get to know you, too.

Investing the time to build relationships and classroom community lays the foundation for a successful school

year for you, your students, and their families.

Tip: Take time to call or email parents at the beginning of the school year. A simple, “tell me about your child” will give you precious insights and help to establish positive relationships with parents.

ü

Create a learning space: Be thoughtful about setting up your classroom. You will spend countless hours of your life within those walls; create a space that is inviting, inspiring, and comfortable for you and your students. Consider how students will engage with the space and how the physical layout of your room will support and encourage their learning, wonderings, and exploration. Does the learning environment make them feel welcomed? Do they see themselves represented within the classroom? Is it a safe space where they can fail forward?

ü

Consistency: At times, the first year of teaching may feel chaotic. Responding to behavioral difficulties and concerned parents can be overwhelming. To alleviate some of the pressures that you feel, embrace the phrase, “I will get back to you.” Seek guidance from your peers on the best ways to respond, continue with your established procedures, and circle back with parents with confident and accurate responses to their questions. It is okay to buy yourself the time you need to ensure that your classroom management plan and your communications are consistent with school policies. Students and families appreciate predictability, consistency, and honesty.

Navigating Your First Year of Teaching

Reflections on the First Year of Teaching

Reflect, Revise, Repeat: During your first year of teaching, take time to reflect on your practices. If students are not grasping content, consider what may be creating barriers for them. Take risks. Incorporate students’ cultures and interests into your lessons. Make your content and teaching examples applicable to students’ lives outside the classroom. Try something new. Ask questions. Teachers should always be the lead learners in their classrooms.

Regardless of the ups and downs in the first two years of teaching, never forget that what you do matters. The wise words of Maya Angelou help me remember my “why” and have become a guiding light for me as a teacher, “I’ve learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.”

...you will never learn or discover without asking questions. Don't be afraid to seek out help.

95 American Association for Employment in Education

AAEE Team

Board of Directors and Staff President Kimberly Glass Springdale Public Schools

Director of Publications Amy Hatmaker University of Houston-Victoria

Past President Veronica Rahim Purdue University

Director of Membership/ College-University Donna Cooper University of Tennessee at Chattanooga

President Elect Charlene Durant Anne Arundel County Public Schools Secretary Julie Paskiet Kent State University Treasurer Dannon Loveland Utah State University Director of Professional Development Neil Otto Orange County Public Schools

Director of Membership/K-12 Karen Riddick Greensville County Public Schools Executive Director Tim Neubert AAEE Marketing and Communications Coordinator Luke Madden AAEE

2023 AAEE Job Search Handbook Editorial Committee Amy Hatmaker Director of Publications University of Houston-Victoria Laura Collins Loudoun County Public Schools Jamie Doss Southern Illinois University Edwardsville Matthew Erickson Slippery Rock University Sandra Frederick Grove City College Anthony Goettl University of Wisconsin-Stout

Janette Henry-Davenport Paine College (retired) Derek Jack Brigham Young University Thomas Kersten Roosevelt University Jack Kronser Douglas County School District Alicia Scott Laurens County School District Michele Stephens Rockdale County Public Schools

If you are interested in serving on the Job Search Handbook Editorial Committee, please email the AAEE Executive Director at execdir@aaee.org.

Opinions expressed are those of the authors and do not necessarily represent the official position of AAEE ©2022.

American Association for Employment in Education, P.O. Box 510, Sycamore, IL 60178 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the published, AAEE. This publication is protected by standard US copyrights.

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American Association for Employment in Education Ethics Statement for Recruitment and Employment of Candidates Principles for Education Career Services Administrators

Vision Positively impacting education through professional connections.

Mission «

To gather, organize, and disseminate information on candidates, the educational marketplace, and the job search process.

«

To establish and promote ethical standards and practices in the employment process.

«

To provide opportunities for training, networking and the exchange of information about current practices, research and innovations.

«

To promote dialogue and cooperation among institutions which prepare educators and institutions which provide employment opportunities.

About Founded in 1934, the American Association for Employment in Education (AAEE) provides resources and networking opportunities to connect higher education and school systems, both nationally and internationally.

Our valued members include: professionals from colleges, universities, school systems and non-profit and for-profit organizations. AAEE is a resource and liaison to these professionals, facilitating quality K-12 hiring practices.

Educational Career Services Administrators should: 1. Assist individuals in developing career plans and making career decisions without imposing personal values or biases.

2. Provide counsel, advice, equitable service, and assistance to all qualified users regardless of race, religion, ethnic or national origin, age, sex, marital status, sexual orientation, handicap status, or veteran status.

This includes providing all candidates with equal access to information on job opportunities for which they meet the qualifications.

3. Provide comparable services to all employers who adhere to AAEE ethics principles.

4. Have knowledge of the educational field and be familiar with trends, activities and practices affecting educational placement.

5. Maintain EEO (Equal Employment Opportunity) compliance and follow affirmative action principles in career services activities. This may include responding to concerns of EEO noncompliance, working to resolve complaints with the hiring personnel or employing organization, and if necessary, referring such concerns to the appropriate campus department or agency.

6. Disclose candidate information only with prior written consent of the candidate unless health and safety considerations or requirements of law necessitate the dissemination of such information. Educational career planning and placement officials should maintain the confidentiality of student information, regardless of source, including written records, credential files, reports, and computer data bases.

7. Advise candidates about their obligations in the recruitment process and establish guidelines to encourage their compliance. Candidate obligations include: • Providing accurate information for all records, applications, and interviews.

• Accepting an offer of employment in good faith, signing only one contract, and upon signing, cease interviewing and other job search activities.

• Interviewing with employers with whom there is an intent to seek employment currently or in the future.

Principles for Education Employers Education Employers should: 1. Maintain EEO and ADA (Americans with Disabilities Act) compliance and follow affirmative action principles in recruiting activities in a manner that includes the following: • Reviewing selection criteria for adverse impact upon protected groups as defined by EEO and ADA. • Avoiding use of unacceptable inquiries during the recruiting process. These include, but are not limited to, requests for candidate photographs, information on marital status, parental status (including number of children), sexual orientation, physical/mental medical limitations, age, race, or religion. Employing organizations should review and if necessary revise application forms and interview questions to delete all but the necessary job-related questions.

• Investigating concerns forwarded by the career services office regarding EEO and/or ADA non-compliance and seeking resolution of such concerns.

2. Supply accurate information on their organization’s employment opportunities.

3. Refrain from any practice that improperly influences and affects job acceptances. Such practices may include undue time pressure for acceptance of employment offers and encouragement of revocation of another employment offer. Employment professionals shall strive to communicate decisions to candidates within the agreed-upon time frame. Education employers should be responsible for employment offers made by their representatives.

4. Maintain the confidentiality of all candidate information, regardless of the source, including, but not limited to, placement or credential files, personal knowledge, written records/reports, and computer databases. Candidate information should not be disclosed to another organization or individual without the prior written consent of the candidate, unless necessitated by health and/or safety conditions or requirements of law.

5. Provide candidates with written statements outlining employment offers including, but not limited to, position, salary, start date, and term of employment.

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Teach in the Land of Adventure!

Alaska Teacher Placement

Begin your adventure today!

Apply online at:

www.alaskateacher.org Online you will find: • Job Fair Information • Online resume available to AK Districts • Up-to-the-minute Job Bank Postings • Valuable job search tips and links • iCommunity • ATP hosted virtual chats Alaska Teacher Placement PO Box 755400 Fairbanks, Alaska 99775 — www.alaskateacher.org — uaf-atp@alaska.edu — (907)450-8438