2025 AAEE Job Search Handbook

American Association for Employment in Education Positively Impacting Education Through Professional Connections Welcome to the 2025 Job Search Handbook!

Dear Future Educator, Thank you for answering the call to become a teacher. Where would we be without our teachers? When you think back to your own education, I am sure you can think of one at least one teacher that stands out as a source of encouragement, support, and inspiration. AAEE has been dedicated to helping support educators for over 50 years. The Job Search Handbook for Educators (JSH), is a formidable tool to help you prepare for the end of your college career and begin your professional career in the classroom.

The JSH is designed to give you a competitive edge to prepare your resume, cover letter, prepping for interviews, evaluating offers and more.

The authors are experts in the field because they have been in your shoes and have now excelled to higher levels. It is organized in such a way that you can easily find what you need to know for each step of the process. I highly encourage you to take advantage of the wealth of knowledge and tips found inside.

Once you have begun your career as a teacher in the classroom, the job search handbook also provides guidance to surviving your first year. Your first year will most likely contain challenges no matter how prepared you are. We are happy to lend you great tools to navigate through it. We encourage you to reach out and seek help when you struggle. It will get better and the students you touch along the way will thank you for being there.

As president of AAEE and a former classroom teacher I assure you the rewards of seeing your students succeed are always a blessing. I wish you strength, patience, wisdom, and endurance. I hope you see each child for all the exciting potential they have. You are empowered with the opportunity to mold their future, instill in them the love of learning, and help them achieve their greatest goals. Who knows, you may be teaching the next president or Nobel Prize winner; the possibilities are endless.

In conclusion, we at AAEE would like to wish you all the best as you begin your journey. We hope you have a long and rewarding career.

Never doubt the importance you hold in the classroom. The nation’s children and parents need you!

Your partner in education, Sandy Frederick AAEE President Director of Education Career Services Grove City College fredericksl@gcc.edu

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 2025 Job Search Handbook for Educators represents the 59th edition of our publication and it has long been considered the premier resource for PK12 teachers who are completing their preparation and seeking employment.

We extend a sincere thanks to the AAEE Director of Publications Amy Hatmaker, the entire JSH Editorial Committee, and our many authors from throughout the PK-12 education community for the preparation of this important resource. We also value the universities, colleges, school systems, and affiliated organizations who support the production and distribution of this publication through their AAEE membership, purchases, and participation.

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.

Your partner in education, Scott Soldat-Valenzuela Executive Director execdir@aaee.org

Table of Contents The Demand for Educators Advertisement: Jordan School District ........................................................................... 2 The Most Important Job in the World: Teaching ........................................................... 3 The Need for PK-12 Educators Remains Significant, Especially in Areas of Agricultural Education, Bilingual/Multicultural Education, Math, Science, Languages, Special Education, and Related Services.............................................................................................. 4 Educator Supply and Demand by Region and Certification ........................................... 5-6 5 Things to Consider when Entering the Education Profession........................................ 7 Busting Myths About The STEM Teaching Profession ................................................... 8-9 Student Loans and Loan Forgiveness Options for Aspiring Educators...........................9-10 Advertisement: Adams 12 Five Star Schools ...................................................................10 It’s Time to Elevate the Teaching Profession ...................................................................11 Writing Exercise .............................................................................................................12 Preparing for Your Future Take Control of Your Employment Search with a Timeline Approach .......................13 Strategizing: The Key to a Successful Job Search .....................................................14 Is Alternative Teacher Licensure the Right Path for You? ....................................15-16 Job Search Process 2.0 ...........................................................................................16 Janice S. Jones Teacher Scholarships .................................................................17-18 The Secret to Winning a Top Job Offer................................................................19-20 Advertisement: New Teacher Talk...........................................................................20 Teacher Candidate Checklist ...................................................................................21 Cultural Competency 2.0 ........................................................................................22 Culturally Responsive Teaching ...............................................................................23 English Language Learners and You ........................................................................24 Advertisement: Proximity Learning ........................................................................24 Resumes, Cover Letters, References, and Applications 11 Things to Avoid (and What to Use Instead) When Crafting Your Resume........25-26 Your Resume: One Page or Two? ............................................................................26 Action Verbs for Effective Resume Bullet Points ......................................................27 How to Create a Stand-Out One Page Resume.........................................................27 Show and Tell: Putting Action Verbs to Work!..........................................................28 Sample Resume ......................................................................................................29 Advertisement: Slippery Rock University.................................................................30 Writing an Effective Cover Letter .............................................................................31 Cover Letters - Be Specific ......................................................................................32 Professional References: Who, Why, and How to Make Them Work for You ...........33 Setting Yourself Apart from Start to Finish...............................................................34 The Job Application: One Aspect of the Employment Process .................................35 Common Online Teaching Application Mistakes .....................................................36 Advertisement: Anne Arundel County Public Schools .............................................36 Networking and Social Media Be Your Authentic Self ............................................................................................37 The Importance of Networking for a New Teacher ..................................................38 Advertisement: Canyons School District .................................................................38 What is Your Teacher Story?....................................................................................39 Why Teachers Need an Elevator Pitch: 5 Keys to Your 30-Second Intro ....................40 An Educator’s Digital Presence ...............................................................................41 Quick Question: Why should anyone care what I do online through social media? .41 Creating a Digital Portfolio: How to Make Yourself Stand Out from the Crowd ........42

Preparing for Interviews and Job Fairs How Do Aspiring Teachers Get Noticed at Hiring Events?....................................43-44 It’s Time to Land your Perfect Job. How?.................................................................45 Job Interview Preparation: 10 Tips for Effective Research........................................46 Ace Your Job Interview with Intentional Preparation...............................................47 Answering Common Interview Questions ...............................................................48 Top Ten Interview Questions Asked by School Administrators ...........................49-50 Linking Social Emotional Learning (SEL) Concepts into Your Interview ....................50 Be Prepared for These Common Interview Questions ........................................51-52 Advertisement: Douglas County School District .....................................................50 Top Ten Interviewing Tips from Recruiters Who Have Seen It All ........................53-54 Asking the Right Questions at Your Interview..........................................................54 Using STAR to Answer Behavioral-Based Interview Questions ................................55 Being Trauma-Informed During the Interview .........................................................56 Remember Extracurriculars During the Hiring Process.............................................57 Advertisement: Westminster Public Schools ...........................................................57 Advertisement: Prince William County Public Schools.............................................57 WORK IT! Successfully Navigating the Teacher Job Fair ...........................................58 Expand the Reach of Your Employment Search: Attend Job Fairs from Anywhere ...59 Tips to Help Student Teachers Crush a Video Interview ..........................................60 How to Ace Your First Teaching Interview ..........................................................61-62 Plan an A+ Demonstration Lesson ..........................................................................62 The Teaching Demonstration: 3 Tips for a Successful 2nd Round Interview .............63 Show What You Know: Effectively Planning and Delivering a Sample Lesson Plan ...64 How to Prepare for a Virtual Interview & Teaching Demonstration .........................65 The Importance of Thank-You Messages .................................................................66 Following Up Post-Interview ..................................................................................67

Exploring Employment Options The FAQ’s on Seeking Out-of State Certification ......................................................68 Writing Exercise ......................................................................................................69 Beyond Credential Matching - Finding the Right First Teaching Job ..........................70 Substitute Teaching: Opening the Door to Full-Time Employment ..........................71 Insider Tips to Help Manage Stress While Waiting to Hear About a Teaching Job ....72 Your Best Job May Be Really Out There: The Great Things About Rural Schools ......73 Job Hunting for Rural Schools .................................................................................73 From the Ground Up: BLOOM Where You Are Planted ............................................74 Jobs Outside of Traditional Classroom Teaching ......................................................75 If You Could Teach Anywhere in the World, Where Would You Go? ........................76 Adapting to Living Internationally ...........................................................................77 International Resources .........................................................................................77 Advice from Educators Who Made the Switch to Virtual .........................................78 Accepting a Teaching Position .................................................................................79 Contracts: Considerations, Comparisons, and Concerns...........................................79 You’ve Been Offered the Job, Now What? Factors to Consider Before Accepting a .....

Teaching Position...................................................................................................80 Teacher Salaries: What to Consider When Accepting Employment Offers................81 Eight Questions to Ask About Salary and Benefits ...................................................82 Summer Employment - Professionaly and Financially Rewardin...............................83 Navigating Your First Year of Teaching 5 Tips for a Successful First Year ..............................................................................84 Navigating Your first Year of Teaching ......................................................................85 Advice for Incoming Teachers from a Veteran Educator ...........................................86 Effective Stress Management for Educators.............................................................87 What I Did as a First-Year Teacher ...........................................................................88 The Self-Care Imperative for Teachers: Work-Life Balance Matters for a Long, Successful Career.................................................................................................89-90 Novice Teacher Burnout Prevention Techniques......................................................91 You’ve Graduated - But You’re Not Done!................................................................92 Build a Board of Mentors ........................................................................................92 Tips for Working with Paraeducators ......................................................................93 Top 5 Mistakes New Teachers Make During the First Week of School ......................94 Building Positive Parent Rapport.............................................................................95 I’m Being Watched! Navigating the Beginning Teacher Evaluation Process...............96 Mythbusting Misconceptions about Rural Teaching .................................................97 The Effective Teacher in the Foreign Language Classroom........................................98 Reflections on the First Year of Teaching .................................................................99 AAEE Team and Educator Candidate Advertisement................................................100

2025 AAEE Job Search Handbook Editorial Committee Cheri Bradford Prince William County Schools Jacob Farrar PSI Solutions Samantha Fecich Grove City College Sandy Frederick Grove City College

Melanie Simmons Bedford County Public Schools Michele Stephens Rockdale County Public Schools Yibin Wei James Madison University

Lisa Knapp Grand Valley State University

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 ©2024.

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 2 American Association for Employment in Education

Abra Gist Proximity Learning, Inc., Texas

T

here have been numerous important teachers throughout history like Confucius, Socrates, Aristotle, Maria Montessori, and John Dewey – each of whom has made quite a significant impact on education and even the world. These influential teachers have left a lasting legacy as well as inspired countless others to pursue teaching and education.

Teachers are the backbone of the education industry and society’s keepers of valuable knowledge passed down over the generations.

Every single career path relies on the skills and knowledge of teachers. Without teachers, there would not be doctors, lawyers, entrepreneurs, business professionals, or even artists and entertainers.

Sadly, the industry has been overshadowed by systemic issues and radical inequalities – but despite all this, teachers still teach on.

There is nothing better than a passionate teacher whether they teach in the brick-and-mortar schools or take their pedagogy into the online classroom. While being an educator undoubtedly has its challenges, the teaching profession comes with a wealth of rewards that make it one of the most noble career paths anyone could ever choose to enter.

Here are just some of the top benefits of entering the teaching profession:

1 Making a Difference There is no way to overstate it – if you believe in social justice, community impact, and the importance of free public education, then you should pursue a career in teaching. Teachers have the greatest influence in their students’ development and learning lives. They have more opportunities to make a positive impact and in effect become lifelong role models for students. Teachers help students develop critical thinking skills, cultivate a love for learning, provide guidance and support, and help shape futures.

2 Sense of Purpose The sense of fulfillment one gets from teaching is unmatched.

There are few things more satisfying than seeing your students have those “light-bulb” moments, cultivate their own passions or interests in the learning environment, and create partnerships and community with your guidance. In a world where people feel so disconnected on a personal level – teaching is all about personal connections, not only between a teacher and their students but also the connections they help facilitate between groups of students. If you are searching for a purpose, look no further. It is in the teaching field.

bring to your subject matter translates – even if it’s a subject your students might struggle with.

4 Flexibility While there are certainly set bell schedules, school calendars, and of course district expectations and requirements, many teachers enjoy the flexibility that comes with their teaching job. Being in charge of a classroom means there is room for your creativity and ways to adapt your own style of teaching. There are so many ways to teach a lesson about your subject matter, and part of the fun is planning a way to transfer your deep content knowledge to a classroom full of dynamic students.

The Demand for Educators

The Most Important Job in the World: Teaching

5 Job Security As long as there are students, there will always be a need for teachers. Entering the teaching profession provides job security because teaching is a profession that will always be in demand – all across the world. This also means it provides many opportunities for teaching different ages like elementary, secondary, post-secondary, or adult students, to various core-curriculum subjects and skill-sets, or even electives or extra-curricular subjects varying from niche to broad topics. While other industry job opportunities are typically subject to ups and downs, the teaching profession is steadily one of those industries where the need for teachers is always present.

6 Opportunities for Growth There are countless opportunities for growth and upward mobility within the teaching profession. Teachers can become administrators like vice principals or principals, instructional coaches, or curriculum specialists, and even take their teaching skills into the corporate education sector by becoming trainers in learning and development.

Also, educators have multiple opportunities for professional development and continuing education classes – usually taught for free depending on the schools and/or districts. Teachers can expand their knowledge and skill sets depending on their goals and see a world of opportunity open up for them.

The teaching profession comes with a plethora of positives, whether it’s making a difference in the countless lives of students, to continuous learning and opportunities for growth, teaching can truly be a fulfilling and rewarding career path for those who choose to enter with an open heart and an open mind. While the noble profession of teaching does have its challenges, the positives of entering the teaching profession make it one of the most rewarding jobs on the planet.

3 Continuous Learning or “The Teacher’s Curse” You never stop learning if you’re a teacher. It becomes a passionate obsession because there is always more knowledge to acquire. Not only do teachers continuously learn about the subjects they teach, but they are also learning about new pedagogy, updating their education technology skills, and practicing their interpersonal/ social skills in order to understand their students’ needs. The world of teaching is never dull, and you are literally surrounded by peers who have a love of learning. While it might be difficult to coax this love of learning out of your students – typically the passion you

3 American Association for Employment in Education

The Demand for Educators

The Need for PK-12 Educators Remains Significant, Especially in Areas of Agricultural Education, Bilingual/Multicultural Education, Math, Science, AAEE 2022-2023 Supply & Demand Survey

A

cross the United States, the need for PK-12 educator candidates continues to be significant. According to the 65 fields of certification/licensure studied in this year’s Educator Supply and Demand Survey, school districts identified 62 fields experiencing a shortage!

Representatives from 176 colleges and universities and 238 school districts participated in the 2022-2023 Educator Supply and De-mand 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 Short-age, 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 Agricultural Education, Bilingual/Multicultural Education, Speech Education, all 12 language categories identified, all 6 cat-egories of Math & Science, Audiology, School Psychology, Speech Pathology, and 10 out of 11 categories of Special Education. Ac-cording 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 Great Plains/Midwest Region (AAEE’s Region 4), which has a Considerable Shortage of Physics educators at 4.86 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 seeking to teach Social Studies, which is currently experiencing more balanced levels of supply and 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 con-sider 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 2023 National Composite score of 4.05 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

4 American Association for Employment in Education

Delaware, District of Columbia, Maryland, New Jersey, New York, Pennsylvania Connecticut, Maine, Massachusetts, New Hampshire, Rhode Island, Vermont Alaska

Considerable shortage (4.21 - 5.00)

Some shortage (3.41 - 4.20)

Balanced (2.61 - 3.40)

Some surplus (1.81 - 2.60)

Considerable surplus (1.00 - 1.80)

1

2

3

4

5

6

7

8

9

10

Total

Agriculture Education Art/Visual Education

3.57

3.92

4.46

4.47

4.08

3.96

4.09

4.38

4.00

N/R

4.17

3.30

3.87

3.56

4.07

3.61

3.73

3.71

3.48

3.50

4.00

3.72

Bilingual/ Multicultural Ed. Business Education Computer Science Education Dance Education English/Language Arts Education Family and Consumer Science Health Education

3.88

4.19

4.29

4.64

4.50

4.38

4.64

4.59

3.80

4.00

4.46

3.38

3.63

3.82

4.17

3.54

3.13

3.93

3.60

3.50

4.00

3.72

3.78

4.00

4.21

4.28

3.80

3.67

4.15

4.00

3.50

3.00

4.01

3.50

3.38

3.86

4.17

3.50

3.25

3.93

3.87

4.00

N/R

3.66

3.10

3.62

3.80

3.90

3.81

3.85

3.59

3.22

3.20

4.50

3.66

3.43

3.92

4.39

4.26

3.90

3.73

4.22

4.31

3.00

4.00

4.09

3.10 3.14

3.18 3.80

3.53 3.60

3.64 4.00

2.95 3.44

3.31 3.33

3.75 3.86

3.00 3.38

3.50 4.00

4.00 N/R

3.42 3.64

3.67 2.90

3.88 3.16

4.11 3.37

4.16 3.41

3.55 2.50

3.52 2.91

3.67 3.32

3.45 2.73

3.75 2.80

4.00 4.00

3.75 3.09

3.63

3.95

3.68

3.87

3.96

3.77

3.82

3.53

3.60

4.50

3.80

2.90

3.28

3.32

3.19

3.19

2.97

3.23

2.94

3.00

3.50

3.15

3.33

4.44

4.33

4.36

4.05

4.29

4.31

4.12

3.80

4.00

4.23

3.56

3.63

4.06

4.12

3.88

3.80

4.02

4.19

3.75

4.50

3.97

3.33

3.59

3.73

3.93

3.68

3.52

3.79

3.95

3.33

N/R

3.72

3.60

4.69

4.56

4.72

4.58

4.36

4.38

4.71

N/R

4.00

4.50

4.67

5.00

5.00

4.83

5.00

4.63

4.64

4.86

3.00

N/R

4.76

3.33 4.67

4.38 4.60

4.75 5.00

4.81 4.73

4.88 5.00

4.42 4.40

4.79 4.55

4.50 4.50

4.00 3.00

N/R N/R

4.59 4.57

ESL/ELL (English Language Learner French

3.90

4.00

4.24

4.56

4.12

4.16

4.53

4.28

4.00

4.00

4.27

3.75

4.56

3.86

4.38

4.36

4.26

4.10

4.09

3.75

N/R

4.19

German Japanese

4.50 4.33 4.67

4.40 4.67 5.00

4.00 5.00 4.50

4.65 4.82 4.71

4.86 5.00 5.00

4.44 4.38 4.44

4.21 4.25 4.67

4.36 4.38 5.00

N/R N/R N/R

N/R N/R N/R

4.41 4.56 4.73

Russian

4.67

4.67

5.00

4.69

5.00

4.50

4.60

5.00

N/R

N/R

4.71

Spanish

3.11

3.86

4.18

4.36

4.58

4.06

4.27

4.03

3.80

4.00

4.15

Other Languages

4.25

4.57

4.50

4.73

4.90

4.50

4.14

4.50

4.00

4.00

4.50

Journalism Education Music Education Physical Education Reading Specialist/ Interventionist Social Studies Education Speech Education Technology Education Theatre/Drama Education American Sign Language Arabic Chinese Classical: Greek, Latin

Italian

The Demand for Educators

Table One: Educator Supply and Demand by Region and Certification

5 American Association for Employment in Education

Math Biology Chemistry Earth/Physical Science General Math & Science

Audiology Counseling Gifted/Talented Education Library Science/Media Occupational Therapy Physical Therapy Reading Diagnostician School Nursing School Psychology School Social Work Speech Pathology

Elementary/ Middle

Support Services

Physics

Pre-K Education Kindergarten/ Primary Education Intermediate Education Middle School Education

Admin

The Demand for Educators

Math & Science

1

Central Office Administrator Elementary School Administrator High School Administrator Middle School Administrator

2

3

4

5

6

7

8

9

10 Total

4.67 4.60 4.65 4.45

4.44 4.33 4.50 4.31

4.64 4.46 4.58 4.42

4.71 4.44 4.62 4.27

4.36 4.16 4.39 4.10

4.26 4.20 4.33 4.10

4.20 4.25 4.25 4.20

4.33 4.00 4.00 4.00

4.60

4.21

4.50

4.56

4.21

4.16

4.20

4.33

4.00 4.37 3.70 4.30 3.80 4.48 1 3 3.70 4.17 5 3.60 4.24 7 9 3.80 Total 4.58 3.57 4.36 3.70 3.76 3.67 3.90

4.75

4.58

4.65

4.61

4.50

4.55

4.50

4.00

4.44 4.29 24.45 44.21 6 84.29 10 4.54

4.38 3.90 3.94

4.33 4.16 3.97

4.36 3.96 3.50

3.89 3.82 3.73

4.30 3.97 3.80

4.18 3.76 3.46

N/R 3.80 N/R

4.00 4.67 4.00

4.22 3.92 3.75

3.30

3.60

3.61

4.00

3.63

3.74

3.83

3.69

3.40

4.00

3.74

4.13

4.04

4.29

4.26

4.20

4.03

4.12

3.97

3.50

3.33

4.10

4.00 3.29

4.00 4.33

4.31 4.23

4.17 3.96

4.33 4.33

4.07 4.00

4.00 4.03

4.96 3.83

3.00 3.25

3.33 4.00

4.06 4.01

3.88 4.38 3.71 4.00 3.67 3.30

4.08 4.16 3.96 4.38 3.78 3.72

4.06 4.10 4.11 4.26 3.84 3.70

4.15 4.31 4.16 4.50 3.85 3.73

3.86 4.28 4.06 4.36 3.80 3.69

4.00 4.34 3.83 4.38 3.84 3.85

4.16 4.54 4.25 4.44 3.56 3.50

4.35 4.19 3.91 4.13 3.32 3.10

4.50 3.67 4.00 4.00 3.60 3.40

5.00 4.50 4.00 3.50 4.33 4.00

4.12 4.32 4.06 4.34 3.69 3.59

3.40

3.92

3.80

3.91

3.84

4.03

3.68

3.52

3.80

4.00

3.79

3.40

4.04

3.90

4.06

4.08

4.26

3.95

3.72

3.80

4.00

3.98

3.22

3.60

3.52

3.42

3.38

3.19

3.50

3.32

3.60

4.00

3.42

3.33

3.62

3.60

3.52

3.42

3.33

3.64

3.39

3.80

4.50

3.52

3.40

3.64

3.70

3.60

3.52

3.30

3.71

3.61

3.50

4.50

3.59

3.33

3.56

3.65

3.63

3.42

3.09

3.67

3.62

3.80

4.00

3.54

6 American Association for Employment in Education

Jen Greene Gast Human Resources Coordinator, Bastrop ISD, Texas

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very year in Bastrop ISD, we do “stay” interviews. Usually, these informal chats take place in a campus workroom, where we provide snacks and discuss why our staff enjoy working in the district, why they stay, and what could make us a better place to work. But for our staff members who have been with the district for 20 years or more, we offer 1:1 chats to really get to know what fills their hearts and why they’ve been in the profession for so long.

We always ask, “What do you wish you had known when you started working in education?” This year, the “words of the wise” are particularly meaningful, and we’d like to share them with you.

1 It’s All About Relationships Genny Ackermann, a 24-year educator and Assistant Principal at Emile Elementary says, “Teaching is hard, because it’s complex, but it’s worth it. You’re working with administration, co-workers, families, and most importantly, children. It’s all about relationships.” Educational research bears this out. John Hattie, one of the top researchers in education, found that strong student-teacher relationships are the most impactful factor in student achievement.

He determined that, “It is teachers who have created positive student-teacher relationships that are more likely to have the above average effects on student achievement.”¹

2 You Are Needed More Than Ever There’s not just a teacher shortage. Baby boomers are our largest generation, and as they retire, there are fewer people to fill their shoes no matter the profession. In addition, enrollment in U.S. public schools continues to increase. In 2021, public school enrollment was expected to climb to 53,113,300, a 7.3% increase from 2010² You are needed more than ever, and if you are purpose-driven, education is one of the most rewarding careers out there. Lori Herschap, a 26-year educator and English teacher at Cedar Creek High School remarks, “I teach because I feel like I can impact my community and the quality of my community.”

3 It Takes A Family Television and social media often focus on the teachers and campus administration in stories and portrayals of schools, but research shows it takes a whole “family” of adults to care for and educate a child.³ W e call it Multi-Tiered Systems of Support, and it’s the idea that we have wrap-around services for every student.

Along with core subjects and extra-curriculars, schools provide nutrition, social-emotional learning, community programs, and health care. Tanya Coleman, a 24-year employee of BISD and district head nurse comments, “School nurses do more than hand out cough drops. We have a connection with students and the ability to listen to them, validate them, and help them feel better. It takes a family of educators, and we are part of that family.”

4 Be Ready to Try Something New “Every day is something new. Have a growth mindset,” advises Leslie Crouch, a 26-year employee at Bastrop High School, “There are so many different aspects to what we do, and we have to be responsive to needs and growth. Just be ready to try something new. It’s a fun job!” Although our sudden shift to remote learning during the pandemic and our recent shift back to in-person learning has forced us to “try something new” whether we like it or not, the education profession has always been evolving. Post-pandemic research indicates that learning, which relies on technology more than ever, demands self-regulation skills in students that we have to help them develop.⁴ Responding to these new needs and skills has led to a shift in best teaching practices. Yet, as Crouch notes, the chance to try or learn something new can be one of the great rewards of the career, too.

The Demand for Educators

5 Things to Consider When Entering the Education Profession

5 You Will Be Remembered One of my most satisfying moments in education was when a former student, who had struggled with school and had overcome many obstacles, came to our district open house with his wife to enroll their child. I was overcome with joy to see that he was thriving in adulthood and raising our next generation. He told me I was the first person who had really helped him to believe in himself. I hear a version of this story every time I chat with our staff.

A study that measured the long-term impact of teachers found that “great teachers make their students feel safe and loved, believe in their students, model patience, and help their students reach their full potential.”⁵ Debor ah Zoda, a science teacher at Genesis High School and a 24-year educator in the district, embodies this and says, “Teaching was my second profession. I never would have anticipated loving it so much. As an educator, you will see kids grow up, you will help them finish school, you will watch them succeed, and you will be remembered.”

This list of important things to consider from our most veteran staff members reads more like a guide to life than criteria for a job. Education is universal. The expertise you develop as an educator can be applied to any other industry and to your personal life as well.

It’s not a cliché that teaching is the hardest and best career you can have. If you’re up for the challenge, want to make an impact, and fulfill your sense of purpose, education is the place to be.

References ¹ Killian, Shaun Patrick. “What Everyone Needs to Know About High- Performance Student Teacher Relationships.” A+ Evidence Based Learning, 2021, Online. ² Laughlin, Fallon. “Top 10 Reasons to Become a Teacher.” Education Week, July 18, 2021, Online. ³ Whalen, Christina. “The Research Behind MTSS.” Rethink Ed, 2021, Online. ⁴ Hensley, Lauren C., et al. “This Weird Time We’re In: How a sudden change to remote education impacted students’ self-regulated learning.” Journal of Research on Technology in Education, July 06, 2021, Online. ⁵ Laughlin, Fallon. “Top 10 Reasons to Become a Teacher.” Education Week, July 18, 2021, Online.

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Busting Myths about the STEM Teaching Profession The Demand for Educators

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

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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.

ries 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.

Let’s talk salary

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

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

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.

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

Every district has a “regular salary schedule” that outlines the “steps” (raises) that teachers are entitled to. This list shows sala-

8 American Association for Employment in Education

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

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.

In the beginning years, secondary teachers and college teaching 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.

The Demand for Educators

What about college teaching?

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.

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/

Cheri Bradford Recruiting Specialist, Prince William County Public Schools

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The cost of education is high, and those costs keep going up. According to the National Center for Education Statistics, the cost of education increased 59% between 2000 and 2019. However, the U.S. Bureau of Labor Statistics reports that the median income

has only risen 5%. That’s a huge difference, and it may leave you wondering how you’re going to pay off your education.

Did you know you may qualify for student loan forgiveness? According to studentaid.gov, there are four loan forgiveness programs for teachers.

Teacher Loan Forgiveness (TLF) • Forgives up to $17,500 of Direct or Federal Stafford Loans after you complete five consecutive years of teaching at a qualifying school (the list of eligible schools can be found at studentaid.gov/tcli) • Some highly qualified special education, secondary math, or secondary science teachers can qualify for up to $17,500; other eligible teachers can qualify for up to $5,000 • You apply for the TLF after you have completed the five-year teaching requirement to qualify: • Must have been employed as a full-time teacher at an eligible school for five complete and consecutive academic years • At least one of those years must have been after the 1997-98 school year Public Service Loan Forgiveness (PLF) • Forgives the remaining balance on your Federal Direct Loans after 120 qualifying payments • Does not require you to teach in a low-income public school, rather a qualifying employer including federal, state, local, or tribal government and nonprofits (organizations that are tax-exempt under Section 501(c)(3) of the Internal Revenue Code • Must have Direct Loans – loans like FFEL or Perkins - consolidated to qualify • Loans forgiven are not taxable by the IRS

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Perkins Loan Cancellation for Teachers This program only forgives Federal Perkins Loans

The Demand for Educators

• If you don’t teach at a low-income school, you may qualify if you teach math, science, foreign languages, or special education • If you are eligible, up to 100% of the loan may be canceled incrementally for teaching service (each amount canceled per year includes the interest accrued during the year) State Sponsored Loan Forgiveness Programs Many states offer programs for student loan forgiveness. If you teach in a high-need area, there’s a better chance of your state having a program that will help you. Check with your state to find out your options. For a list of state contacts, visit the U.S. Department of Education website.

You may qualify for more than one program. However, the decision to take advantage of one program may impact your ability to take advantage of another. Do your research before submitting for any of the programs to ensure you are using the option that is best for your situation. You may also consult your loan provider. Your loan provider can help you work out the best repayment plan for your needs and advise you based on your specific situation.

4 Loan Forgiveness Programs for Teachers. (n.d.). Federal Student Aid. https://studentaid.gov/articles/teacher-loan-forgiveness-options/ Digest of Education Statistics. Table 330.10. (n.d.). National Center for Education Statistics. https://nces.ed.gov/programs/digest/d22/tables/dt22_330.10.asp Data Retrieval: Labor Force Statistics (CPS). (2015, September 16). U.S. Bureau of Labor Statistics. https://www.bls.gov/webapps/legacy/cpswktab5.htm

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 10 American Association for Employment in Education

Matthew Weber Human Resources Coordinator, Bastrop ISD, Texas

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n unconventional 41-year career as an educator has given me a unique perspective on teaching from distinct vantage points.

Alternating work with research and classroom practice, my entire public school service experience was in Title I districts with high poverty rates. After retiring as both an idealist and pragmatist, the past three years have been a time of reflection on both the past and present.

We live in a turbulent time for education; health issues have upended traditional routines, and divisiveness lingers over school safety. The pandemic has been disruptive to students’ education, ushering in a formidable shift in how teachers deliver instruction.

Evaluating the impact on learning, particularly on economically disadvantaged students, will take time.

However, adversity should also be viewed as an opportunity to reflect, assess, and reimagine teaching. The longer-term impact may be constructive if the disruption derails education complacency and inspires reinvestment and innovation. The United States’ vision from 56 years ago of a “Great Society” and its “War on Poverty” is ripe for the next level of foresight and action.

In 1965, President Lyndon B. Johnson persuaded Congress to approve the Elementary and Secondary Education Act, the most extensive and system-altering educational bill ever legislated by the federal government. That same year, at a Howard University commencement ceremony, the president delivered a speech titled “To Fulfill These Rights,” which included the following words: Men and women of all races are born with the same range of abilities. But ability is not just the product of birth. Ability is stretched or stunted by the family that you live with, and the neighborhood you live in — by the school you go to and the poverty or the richness of your surroundings. It is the product of a hundred unseen forces playing upon the little infant, the child, and finally the man (Johnson, 1965).

In subsequent years, educators have become more cognizant of the profound influence of those unseen forces. Studies in psychology and human development have raised awareness of the distinct needs of students born in poverty and the lasting effects of a deprived home environment. Still, progress has been slow and uneven with student achievement across developmental domains. Since that historic legislation, other countries’ education systems have also begun outperforming the United States. on the global stage.

While some students performed well during the pandemic, educators report that those without a reliable internet connection, time management skills, or family support suffered disproportionately during virtual learning. In addition to a learning loss in core subjects, depression and anxiety magnified students’ distress.

Moreover, many of these problems were exacerbated due to significant declines in student school enrollment, attendance, and general engagement.

Consequently, educators were forced to adapt during the pandemic and implemented nascent approaches in their pedagogy, given the various emergency measures. Congruent with the learning setbacks, some resultant upsides emerged from necessity.

Many schools and districts were forced to upgrade their technology infrastructure, adaptive learning software, and virtual learning capability. Teachers’ general capacity to creatively use and apply technology increased dramatically. Many students had to become more independent and improve their time management skills. In coordinating remote learning, household communication improved as parents became aware of expanded learning options for their children. The crisis spurred government leaders to acknowledge that access to universal Wi-Fi and instructional devices is no longer a luxury but a necessity for educational parity.

Perhaps the most salient lesson learned from the pandemic was how much we still need teachers. Technology will never usurp the fundamental auspices of principals, master teachers, counselors,

and other support staff. As social learners, students require guidance, structure, and reassurance from adults. Empirical evidence suggests that economically disadvantaged students suffer the most from the restricted personal connection of over-reliance on technology.

Students’ relationships with teachers promote psychological well-being, and this alliance is necessary for cognitive, social, and emotional development. Digital tools such as dashboards and teaching alerts serve as increasingly powerful instructional assistants for learning reinforcement and enrichment. Astute educators will reflect on the real-life pandemic experiment as an opportune juncture to assess and refine technology integration for instructional efficiency.

Accepting the premise that teachers cannot be replaced in the foreseeable future and are the most critical component of student realization of future readiness, how do education and government leaders transform and enhance the profession?

The status quo is antiquated: it falters with crisis talent shortages, and the situation is only projected to intensify further. Preserving the United States’ global standing and the country’s expanding democratic principles for equality are inseparably coupled with the plight of teachers. Reinvigorating the teaching profession requires decisive and calculated action to reorganize the culture and education ecosystem.

Enticing growing pools of talent into the teaching profession involves establishing a vibrant academic culture and altering the perception of a teacher’s value. Attracting and retaining effective teachers requires flexibility, investing in development, advancing career opportunities, earning classroom autonomy, promoting leadership responsibilities, and offering higher compensation for outstanding performance.

As educators move on from the distress of online schooling, a unique opportunity has arrived for molding efficacious teaching systems and shaping a teaching profession of the highest caliber.

Returning to “business as usual” without adjusting from reflection and objective analysis is willful blindness. Learning from our current setbacks, educators can view returning to the classroom as an invitation to emerge, evolve, and reach a higher level. By redefining the role of the teacher as a progressively flourishing leader and researcher, school districts move closer to a culture that will ensure student agency for life. Like the desired graduating student’s profile, the teaching structure should promote lifelong learners.

Progress begins with honestly acknowledging the present status of the teaching workforce and forecasting the profession’s efficacy for the coming decades if nothing changes. The blueprint includes studying external exemplar models, designing systems to stimulate the enhancement of teachers, and committing to the plan.

Our tools for a renaissance are mirrors for reflection, windows to observe, a collective conscience to guide, and the persistence to transform.

The Demand for Educators

It’s Time to Elevate the Teaching Profession

This article has been adapted from the preface of Matthew Weber’s forthcoming book, Elevating the Teaching Profession, out in April with Rowman and Littlefield.

11 American Association for Employment in Education

Writing Exercise Job Search Handbook Commitee

The Demand for Educators 12

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ow that you understand the Demand for Educators, refocus on what brought you to this profession.

Write a short essay responding to the following: What made me pursue a career in education, and what propels me still? This will not only remind you of your passion but can be a good reference for the interview process.

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 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. ü 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.

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 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 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

If you have not yet received an offer

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

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

ü 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.

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.

ü 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.

Preparing for Your Future

Take Control of Your Employment Search with a Timeline Approach

Work with your career center to assess what worked well and what improvements you can make as you continue your job search. Midyear openings are common, and with continued focus and commitment, you can be a top candidate.

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. 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.

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Strategizing: The Key to a Successful Job Search Preparing for Your Future

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

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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.

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.

Each of these experiences affords you the opportunity to: 14 American Association for Employment in Education

ü Learn more about the current state of education; üAcquire 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; üLearn how to implement various instructional strategies; and ü Network with industry professionals and community leaders

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.

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

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lternative pathways into the teaching profession may have important implications for the supply of teachers in the labor market, especially in the context of the declining number of bachelor’s and master’s degrees awarded in education and persistent teacher shortages in certain subjects (Aragon, 2016). There are many variations of alternative licensure programs, and the concept is straightforward: make it less cumbersome for talented individuals without teaching degrees to enter the classroom (Walsh & Jacobs, 2007). Alternative licensure programs offer several benefits to individuals wishing to obtain teacher licensure. Some of the benefits include less demanding time commitments for training, reduced financial costs, academic and social support services, and assistance with existing certification requirements (Wayne & Youngs, 2003). These programs can be run by universities or by private organizations. niversity-based, alternative licensure programs are geared to provide individuals who already have a bachelor’s degree with an alternative pathway to teacher licensure that does not require them to obtain another bachelor’s degree. In these programs, candidates become a teacher before completing all their licensure requirements. Alternative licensure programs that are not based in universities and have varying requirements such as length of semesters, coursework, student teaching, and can vary from state to state. What is remarkable is that King and Yin (2022) reported a 76 percent increase in enrollment for alternative licensure programs not based in universities from 2018-2019. Texas had the largest enrollment in such programs, with 65,739 students, followed

by North Carolina with 7,062 students; all while traditional teacher preparation programs at universities saw a decrease in enrollment. By 2016, the overall number of teachers prepared by alternative teacher licensure programs at universities and private entities had reached 676,000, or about 18% of public school teachers (NCES, 2018).

U

How effective are these alternative programs at preparing today’s teachers?

Teacher effectiveness is commonly assessed by the extent to which teachers promote student learning gains (Henry et al., 2014). While the expansion of alternative preparation programs might be an efficient method for increasing the number of teachers, many researchers have questioned whether a focus on efficiency sacrifices quality in terms of teacher effectiveness (Goldhaber et al., 2013). But the research is split when it comes to how effective traditionally prepared teachers are compared to alternatively prepared teachers. Some studies have indicated that traditional teacher preparation yields higher levels of self-efficacy (e.g., Zientek, 2007) and better instructional knowledge (e.g., Darling-Hammond, 2014). However, Lincove et al. (2015) examined the effectiveness of traditional and alternative teacher licensure programs in Texas and found no statistically significant difference in fourth- through tenth-grade students’ math scores. One thing to note is that it’s expected that teachers who complete an alternative licensure program will become more effective over time and with training; however, K12 students only have one year to experience the grade level or subject that the alternatively licensed teacher is assigned to teach in the schoolhouse. While the nature of teacher preparation is thought to be critical for ensuring a high-quality teacher, it remains a central focus of policy debates for states and the federal government.

One area where alternatively licensed teachers seem more successful than their traditionally licensed counterparts is in retention or commitment to continue to work in the field of

public education. In a study using samples drawn from alternative licensure programs across various states, Haj-Broussard et al. (2016) reported three-year retention rates ranging from 74%-92%. While retention rates don’t always equate to effective teaching practices, the author, based on his educational experience, believes that retention and effectiveness are linked, both at the physical level (pedagogy) and at the heart level (job satisfaction). In 2000, the author’s university was one of a handful of universities in Virginia to offer an approved alternative teacher licensure program, developed initially for people exiting the military but now open to everyone. The Career Switcher Program was offered to candidates who had a bachelor’s degree and at least three years of full-time work experience. In 2023, the Career Switcher Program was the largest enrolled program in the author’s School of Education. Alternative licensure programs are now established in all 50 states, and data shows that nationally, since 2005, about 40% of all new teachers were prepared via an alternative program. The author’s school faculty studied the retention rate of their own alternative licensure program longitudinally, over a five-year period. Wighting and Derrick (2019) determined that a retention rate of 82% was achieved for program graduates which is above the 80% average reported in previous studies e.g., Haj-Broussard et al.

(2016). Retention rates are important data not only for the faculty of alternative licensure programs but also for the administrators of school divisions for whom the programs are provided. Wighting and Derrick (2019) noted that program participants measured the evidence of their students’ learning based on standardized test scores. They reported that several teachers, including two middle school science teachers in their fifth year of teaching, reported 100% pass rates on state end-ofcourse assessments.

Preparing for Your Future

Is Alternative Teacher Licensure the Right Path for You?

While the quality of curriculum and faculty associated with alternative teacher licensure programs vary, the author asserts that such programs are attractive to those interested in a teaching career. Such programs allow teacher candidates the following that traditional programs might not: • Immediate employment as a full-time, benefited classroom teacher while still enrolled as a student in a university alternative teacher licensure program.

• University alternative teacher licensure courses are typically online, evening, and asynchronous.

• Provisional or conditional teacher licenses are typically issued for a period of 3-5 years.

• Provisionally or conditionally licensed teachers have 3-5 years to complete their alternative licensure course of study toward full teacher licensure.

• Concurrent on-the-job training is provided by a K12 school or university-based mentor, e.g., classroom management mentoring by seasoned professionals.

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• Alternative teacher licensure programs often offer reduced tuition costs and reduced lengths of program study time.

Lastly, alternative teacher licensure programs can provide one with the ability to try out the profession and fall in love with teaching before committing to years of training and tuition costs.

Preparing for Your Future

References Aragon, S. (2016). Teacher shortages: What we know (Teacher Shortage Series Policy Brief). Denver, CO: Education Commission of the States. https://www.ecs.org/teacher-shortages/Darling-Hammond, L. (2014). One piece of the whole: Teacher evaluation as part of a comprehensive system for teaching and learning. American Educator, 38, 4-14.

Goldhaber, D., Liddle, S., & Theobald, R. (2013). The gateway to the profession: Assessing teacher preparation programs based on student achievement. Economics of Education Review, 34, 29-44.

Haj-Broussard, C., Hall, T., Allen, S., Stephens, C., Person, V., & Johnson, T. (2016). Alternative Certification Teacher and Candidate Retention: Measures of Educator Preparation, Certification, and School Staffing Effectiveness. Journal of the National Association for Alternative Certification, 11(2).

Henry, G. T., Bastian, K. C., Fortner, C. K., Kershaw, D. C., Purtell, K. M., Thompson, C. L., & Zulli, R. A. (2014). Teacher preparation policies and their effects on student achievement. Education Finance and Policy, 9(3), 264-303 King, J. & Yin, J. (2022, June 7). The Alternative Teacher Certification Sector Outside Higher Education. Center for American Progress. The Alternative Teacher Certification Sector Outside Higher Education - Center for American Progress Lincove, J. A., Osborne, C., Mills, N., & Bellows, L. (2015). Teacher preparation for profit or prestige: Analysis of a diverse market for teacher preparation. Journal of Teacher Education, 66(5), 415-434.

National Center for Education Statistics. (2022). Characteristics of Public School Teachers Who Completed Alternative Route to Certification Programs. Condition of Education. U.S. Department of Education, Institute of Education Sciences. https:// nces. ed.gov/programs/coe/indicator/tlc.

Walsh, K. & Jacobs, S. (2007). Alternative Certification Isn’t Alternative. National Council on Teacher Quality. Retrieved from https://www.nctq.org/nctq/images/Alternative_Certification_Isnt_Alternative.pdf Wayne, A & Youngs, P. (2003). Teacher characteristics and student achievement gains: A review. Review of Educational Research, 73(1), 89-122.

Wighting, J. & Derrick, M. G. (2019). A longitudinal evaluation of an alternative licensure preparation program. International Journal of Education and Social Science, 6(4), 1-7.

Zientek, L. R. (2007). Preparing High-Quality Teachers: Views from the Classroom. American Educational Research Journal, 44(4), 959–1001. https://doi.org/10.3102/0002831207308223

Job Search Process 2.0 Jack Kronser Human Resources Director, Douglas County School District, Colorado

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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.

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?

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.

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.

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.

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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. 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. Job fair interview slots are inflexible, so promptness and sticking to time parameters are critical. Having a clock handy will keep you on time. ü Confirm what platform will be used for the interview. Prepare to work with that platform. Practice with friends learning how to use the presentation functions if needed. ü 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 elimante possible feedback. ü Be Punctual. ü Remember to be Memorable!

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!

American Association for Employment in Education

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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 hard-to-fill teaching fields as well as teachers of color. This scholarship program is designed to address these needs, providing two $1,000 awards annually.

Preparing for Your Future

Apply for the Janice S. Jones Teacher Scholarships!

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 twoyear 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 2024 Janice Jones Scholarship Awardees, Julianna Roman and Omoyenwen Aghedo

Critical Needs Subject Area Scholarship: Julianna Roman, EC-6th grade Bilingual Teacher, Sam Houston State University, Texas

Julianna is a student at Sam Houston State University graduating in December 2025 with a degree in Bilingual EC-6th Grade Education. During her time at Sam Houston State University, she was a paraprofessional at an Elementary School for three years. That is when she discovered her love for teaching, Julianna was able to work with her students and help them grow academically and she built confidence for her students to succeed.

Julianna is a First-Generation student and she is excited to have her classroom and watch her students grow and succeed. Her main goal is to teach her students to pursue their dreams and spread kindness in every step they make.

Teacher of Color Scholarship: Omoyenwen Aghedo, Adolescent Science Education from Grade 7th-12th, Hunter College, New York

Omoyenwen Brenda Aghedo was born and raised in Nigeria, West Africa. Omoyenwen’s education Journey in the United States started in the year 2015. Through overcoming several hurdles along the way, She continues to move and strive higher in her education journey with dedication and hard work and the support of her parents. As a Christian, Omoyenwen thanks God for the opportunity and strength to keep on going and pursuing my goals, despite the hurdles along the way. Omoyenwen is a graduate student at CUNY Hunter College School of Education, and currently pursuing a master’s degree in the field of Education-Teaching Adolescent Biology from 7th-12th grade. Being a young woman of African descent, and a person of color, she values the importance of receiving a formal and quality education, while utilizing educational resources to benefit students from all walks of life-specifically students from minority groups. Throughout her education career, she has had the experience of teaching across various grade levels and different academic settings; From teaching in both charter and private school settings; With all of these experiences, she has come to learn, that a significant part of being a great Teacher/Educator, is the ability to be reflective on your work, patient, and having a growth mindset, which will then have an overall positive impact in your classroom.

Omoyenwen’s goal is to have a significant impact in the field of education, both at home and abroad, beyond the scope of teaching within the classroom, and maybe even look further into the area of Educational leadership. Every child is deserving of a good and quality education, and it is great and fulfilling to be part of this journey.

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Janice S. Jones Teacher Scholarship Eligibility Preparing for Your Future

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 2024 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, non-renewable $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, 2024 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 2024 semester.

Areas of Certification/Licensure Approved for the Janice S. Jones Critical Need Teacher Scholarship ü Bilingual/Multicultural Education ü Biology ü Chemistry ü Earth/Physical Science ü ESL/ELL (English Language Learner) ü Language: American Sign Language ü Language: Arabic ü Language: Chinese ü Language: Classical (Greek, Latin) ü Language: Italian ü Language: Japanese ü Language: Russian ü Mathematics ü Physics ü School Psychology ü Speech Pathology ü Special Education (all categories) Teacher of Color Scholarship

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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 2024 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, non-renewable $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.”

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, 2024 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 2024 semester.

Teacher of Color Definitions ü Black or African American – A person having origins in any of the Black racial groups of Africa. ü American Indian or Alaska Native – A person having origins in any of the original peoples of North and South America (including Central America) and who maintains tribal affiliation or community attachment. ü Asian – A person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian subcontinent including, for example, Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the Philippine Islands, Thailand, and Vietnam. ü Native Hawaiian or Other Pacific Islander – A person having origins in any of the original peoples of Hawaii, Guam, Samoa, or other Pacific Islands.

Learn more at aaee.org/janice-s-jones -scholarship-program

NOTES

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.

Preparing for Your Future

The Secret to Winning a Top Job Offer

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 longterm 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 people-oriented.

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.

19 American Association for Employment in Education

25 Questions to Ask Before You Say Yes Preparing for Your Future

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?

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

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.)

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?

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

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.)

@NewTeacherTalk @NewTeacherTalk1

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)?

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Listen.

Follow.

Share.

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.

Preparing for Your Future

Teacher Candidate Checklist

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 updated and to have a current resume uploaded.

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 21 American Association for Employment in Education

Cultural Competency 2.0 Preparing for Your Future

Jatisha Marsh Human Capital Manager, DeKalb County School District, Georgia

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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/

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

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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 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

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English Language Learners and You Preparing for Your Future

Dr. Gina Blackburn Professor of Education, Grove City College, Pennsylvania

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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 first language (L1) 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.html

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.

Time Remember that ELLs need more time than their native-speaking 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.

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24 American Association for Employment in Education

Jessica Solano Educator Researcher, 240 Tutoring, Texas

W

hile there is no limit to the number of resume templates you can find on the internet, there is often a feeling of uncertainty about what is and isn’t allowed on your professional resume. On top of that, many resumes are designed for professions outside of education, so how do you know what really needs to be included or avoided when applying for a teaching job? And how do you keep everything to one page? This article will help clear up many misconceptions that come with writing a resume. We’ve outlined specific items to avoid and what to do instead to give your resume the best chance of being noticed.

Introduce Yourself | Name and Contact Information The part of your resume that should stand out first is your name and contact information. Believe it or not, messing this first part up is possible.

• Avoid leaving off contact information. Your resume is meaningless without a way to get a hold of you.

• Instead include a professional email address. Example: first.last@gmail.com. Non-example: love2party@gmail.com.

• Avoid listing your full address. Nobody needs to know exactly where you live, so keep that private.

• Instead, list your city and state.

• Avoid including a photo of yourself. As much as it pains your creative soul to assemble a boring, colorless, and pictureless resume, know that none of these elements add value.

• Instead, keep it basic. Use black, blue, and maybe even maroon in your resume color scheme. A simple resume allows the reviewer to focus on what’s important, your candidate qualities.

Professional Profile

Resumes, Cover Letters, References, and Applications

11 Things to Avoid (and What to Use Instead) When Crafting Your Resume

Objective statements have become outdated and don’t bring much value to the resume. Instead, review the job description for the position you are applying for. Identify key skills the job requires that align with your experiences. List these items as bullet points using the exact wording from the job description. Here’s what it could look like on your resume.

• The job description says: Creates a classroom environment conducive to learning by employing a variety of appropriate teaching strategies.

• Your Professional Profile says: Skilled at creating a classroom environment conducive to learning through age-appropriate teaching strategies.

• The job description says: Ability to work cooperatively with parents, school districts, and agencies in providing services to students.

• Your Professional Profile says: Prioritizes strong collaborative relationships with parents, school districts, and colleagues.

Prove You’ve Got Cred | Related Work Experience Reviewers will probably not spend more than 30 seconds reviewing your resume. Get the most important information, like your work experience, at the top to grab their attention and convince them to keep reading.

• Avoid going overboard on the details. It’s easy to take up too much resume real estate here. Sticking to ONE page will be hard to do if you list every job duty.

• Instead be selective with what you include. Think quality, not quantity. In one or two sentences, give an overview of what you did. in each role. Prioritize responsibilities that align with the job you are applying for.

• Avoid referencing unrelated work history. Mentioning that you worked the drive-thru window in college is not what a school principal looks for in their new teacher.

• Instead reference work experience that connects with the position. No relatable work experience? Include volunteer or internship experience if it relates to the position. Examples include being a camp counselor, volunteering in your church’s children’s program, or field experience at a local school. Once you’ve been teaching for 3 years, drop the internship or volunteer experience off your resume.

• Avoid only telling how you did your job. Listing out your job duties shows you knew what to do but doesn’t give a picture of your contributions.

• Instead describe your actions’ impact on your students, school, or district. Principals love data. Even if you get creative with your metrics, attaching results to your work shows that you know how to measure achievement and can add value to your future employer.

Certification Information Certification is a deal breaker in many states and critical to include on your resume. If you’re in the process of obtaining your credentials, be transparent about it. Itemize the coverages you will have and when you anticipate having them.

• Avoid leaving this section off your resume. Even if you have nothing secured, acknowledge that you know certifications are required for a teaching position.

• Instead tell them what you have. At a minimum, enroll in a certification program or start studying for the certification exam. List the certification coverage you are working towards, your course start date, and/or exam date. This proves to the reviewer that you understand the qualifications required for the position and are not applying on a whim.

25 American Association for Employment in Education

Resumes, Cover Letters, References, and Applications

Tell Them What You Know| Educational Experience Your educational background usually determines if you meet the minimum qualifications for a position. Be brief here as well, listing the critical information like degree, major, school name, and graduation date.

• Avoid mentioning your high school experience. Unless you have no college experience, leave this section off.

• Instead list your degrees, even if you’re still working on them. In reverse chronological order, list the degrees you are working on and have obtained. If a degree is in progress, use the phrase “anticipated graduation date, 20XX” as the date in this section.

• Avoid including your GPA. We know you’re proud of it (or not), but it really doesn’t matter to resume reviewers, so don’t waste the space.

• Instead list your major and the type of degree. You can include a minor if you have one, but other than that, keep this section short and sweet.

Skills This section should be a quick, short list of skills that you have that are relevant to the position. Being a professional website designer is interesting but probably not relevant to the high school math position you’re applying for.

• Avoid mentioning skills that everyone should have. In 2023, skills like proficiency with Microsoft Word or email are expected. The same goes for cliche jargon like “team player” or “fast learner.”

• Instead be intentional with the skills you list. Let’s say you really want to list your website design skills. You could reword this skill to say “school website design.” Now you’re linking your skill to an organizational need, making you a more valuable candidate.

• Avoid rating your skill proficiency. While this can show great proficiency in some skills, listing yourself as a 3 out of 5 stars on communication actually tells the reviewer that you’re not a great communicator.

• Instead leave off the rating scale. You could organize your skills by category if you’re tight on space. Otherwise, just use a bulleted list.

Extras| Special Recognitions Items like leadership opportunities and past achievements help make your resume unique. However, leave it off if you need space. You can always work it into your cover letter or bring it up at the interview. References Avoid listing your references or including the phrase “References available upon request.” You’ve likely already listed your references in the school district’s application system or will be asked for them later in the interview.

Formatting and Appearance Don’t forget to review your resume BEFORE sending it out! Have a few friends read over it to see if they spot any misspelled words or grammatical errors. Keep headings in 14-16 size font with body text between 10-12. Anything smaller or bigger either communicates you’re cramming everything in or trying to take up more space.

Ready to Get Started?

Take a deep breath. You’ve got this! Any school would be lucky to have you teaching with them. Now prove it to them with your stellar resume!

Your Resume: One Page or Two? 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.

26 American Association for Employment in Education

Job Search Handbook Editorial Committee

R

ealizing that the administrator reading your resume will spend only 20-30 seconds on the first readthrough 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

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.

Resumes, Cover Letters, References, and Applications

Action Verbs for Effective Resume Bullet Points

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).

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

27 American Association for Employment in Education

Show and Tell: Putting Action Verbs to Work!

Resumes, Cover Letters, References, and Applications

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.

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.

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!

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.

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.

Telling: Taught and assessed three units of Common Corebased reading and supplemented the curriculum with 28 American Association for Employment in Education

What education-related action statements can

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 2023 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 2023 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

Resumes, Cover Letters, References, and Applications

SAMPLE RESUME

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

29 American Association for Employment in Education

Resumes, Cover Letters, References, and Applications

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30 American Association for Employment in Education

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

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ake sure that the job that you are applying for requires a cover DO: letter. As more schools move toward electronic applications, ü Take the time to be organized. Plan and draft how you will presmany schools (especially large ones) no longer request cover letters. ent your information.

Some districts say that the cover letter is optional. ü Know something about the schools where you are applying.

A cover letter (or letter of application) is your chance to make a Visit web sites to gain specific information pertinent to the good first impression with potential employers as well as to show positions you are applying for. Find timely information such as that you have effective communication skills. A strong cover letter school bond issues, an award-winning speech team, or a local prompts the reader to want to look at your resume. A weak cover student who has won the regional spelling bee. This informaletter (either in content or in grammar) may keep an employer from tion may be helpful in an interview, showing that you know looking at your resume or considering you for a teaching position. about the district.

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 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” t o 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. ü Note how you came to know about the position, such as seeing Do not submit exactly the same letter for each job. Recruiters it listed online or in a newspaper ad. If you heard about it from can tell! another person (such as a teacher in that school system or your ü Read the job ad carefully to see exactly what should be submitsupervising teacher), note the name of the person who told ted and how it is to be sent—electronically or by U.S. mail. you of the opening. ü State the position you are applying for.

Resumes, Cover Letters, References, and Applications

Writing an Effective Cover Letter

ü Ask someone whom you trust to read each draft of your letter ü Make a specific statement of your qualifications—your degree/ and give you feedback. certification received or to be received with endorsements named. This statement in the first paragraph allows the reader ü EDIT—EDIT—EDIT!!! Your letter must be perfect. to discard applicants who are not qualified for the position ü Send the letter within a reasonable time after you have seen before continuing to read further. the job advertisement.

Paragraph #2—“Tell and sell” ü Note your current position or student teaching experience. ü 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.

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.

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.

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.

31 American Association for Employment in Education

Cover Letters - Be Specific Resumes, Cover Letters, References, and Applications

Bethani Burkhart Director of Career and Academic Development, Hiram College, Ohio

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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...

32 American Association for Employment in Education

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

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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 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. ü 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. ü 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 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. ü 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. ü 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.

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Setting Yourself Apart from Start to Finish Resumes, Cover Letters, References, and Applications

Donna M. Cooper Associate Director, Center for Career and Leadership Development, University of Tennessee at Chattanooga

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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 livesevery time they bargain shop or follow their favorite sports team.”

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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

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he majority of school districts have moved to 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. Candidates have an extremely limited opportunity to capture the attention of those making employment decisions due to the automation of this process. Emphasizing individual skills, professional attributes, and experience is a tool for applicants to differentiate themselves. In 15+ years of experience as a human resources administrator, I’ve seen several things that would be automatic “consideration eliminators” in an online employment application. Being careful to do the following will help you avoid these things.

1. Thoroughly read job descriptions 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! 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. ü Mention how you will use that knowledge and those skills on the job. ü Use the cover letter to highlight your personality, qualifications, and desire for the job. Be creative, show your style and personality to stand out in the crowd. ü Be sure to proofread your letter thoroughly. Have someone else proofread and offer edits as well. Referencing the wrong school district or person, spelling errors, and grammar issues will result in an immediate dismissal.

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 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. ü 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 districts 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.

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 Disclosing gaps on the application shows your openness, indicating your integrity. Perhaps you were recovering from surgery or caring for someone, note it on your resume to account for the gap.

8. Ensure that your social profile is current

Resumes, Cover Letters, References, and Applications

The Job Application: One Aspect of the Employment Process

ü 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.”

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.

10. List appropriate references ü You’ll be asked to provide a list of professional references on the application. Be prepared with their names, addresses and phone numbers. ü Select references who will be positive about your attributes and accomplishments. ü Ask your references for permission before listing them on your application. ü

References should not be relatives.

11. Be honest and positive ü Be positive, turn a negative situation into a positive learning experience. If you had an unpleasant experience or were terminated from a job, take ownership of what you could have done better and what you learned. You may think of putting someone else at fault but that will reflect negatively on you.

They don’t want this job, you do. ü People respect honesty and integrity; always be honest.

The truth will always prevail, and getting caught in a lie would lose you the job.

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 Regard authority and experience by using the appropriate title. ü Unless the person tells you differently, do not call them by their first name. Use Dr., Mr., Mrs., Ms., Sir. American Association for Employment in Education

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Common Online Teaching Application Mistakes Resumes, Cover Letters, References, and Applications

Dr. Scott Ziegler Superintendent of Schools, Loudoun County Public Schools, Virginia

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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.

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.

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

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36 American Association for Employment in Education

Apply on-line www.aacps.org/joinourteam

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

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’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.

The Importance of Networking for a New Teacher Heather Harris Staff Management Team Leader/Lead Recruiter, Harford County Public Schools, Maryland

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t’s not what you know, it’s who. I’ve heard that a lot in my life while job hunting. I never took it to heart though, at least, not until I finished my teaching certification. This adage held true for my most recent job hunt. The networking I recently did lead me to wonder –- is networking actually that important? After some investigation, I found that networking is actually very important for a variety of reasons.

A 2017 survey conducted by LinkedIn found that around 70% of respondents reported being hired at a company where they had a connection.¹ So wh y does networking play such a big role? One reason is advertising. During an interview with NPR in 2011, Matt Youngquist, the president of Career Horizons, shed some light on this issue.³ He explained that most jobs don’t get published, with around 70-80% of jobs never making it online. There are also a ton of applicants. In that same interview, Ashely Stirrup, then VP at Taleo, said there are more applicants than employees at major companies. Six times as many, sometimes. That is a huge number for large companies.

Networking and Social Media

Be Your Authentic Self

As a new teacher or recent graduate, this can seem intimidating. How can you break into an industry without a lot of connections? I have found this to be a large and difficult barrier at points in my career journey. As a new teacher, I made networking a goal. I put in the effort to engage with my professors and mentor teachers. My certification program made connecting easy. I gained my certification through the UTeach program at the University of Texas at Austin. This amazing program builds a community of teachers. While learning, I went into classrooms to instruct students at least once a month. Through these interactions, I built my teaching network. During my apprentice teaching experience (some might call that student teaching), I got to know a lot of teachers at my school.

While investigating potential jobs, I reached out to my new network. I asked people what schools were like. I also looked for any connections at potential schools.

That is how I landed my current role. My mentor teacher knew the hiring department chair. She had done an internship with that teacher. Through my mentor, I reached out for an advertised teaching job. I didn’t get hired for that role, however, my connection led to an offer for a new unadvertised position. Networking was the entire reason I found and got my first teaching job. So, take the data and my story to heart. Networking makes it easier to find a new job. If you are a new teacher, or going through certification, lean on your professors. I guarantee they know teachers and administrators who are looking for outstanding new teachers!

Resources: 1. Bojinov I, Rajkumar K, Saint-Jacques G, Brynjolfsson E, Aral S. Which connections really help you find a job?

Harvard Business Review. 2022 Dec 1 [accessed 2023 Feb 7]. https://hbr.org/2022/12/which-connectionsreally-help-you-find-a-job 2. Corporate Communications LI. Eighty-percent of professionals consider networking important to career success. LinkedIn Pressroom. 2017 Jun 22 [accessed 2023 Feb 7]. https://news.linkedin.com/2017/6/eighty-percent-of-professionals-consider-networking-im portant-to-career-success 3. Kaufman W. A successful job search: It’s all about networking. NPR. 2011 Feb 3 [accessed 2023 Feb 7]. https://www.npr.org/2011/02/08/133474431/a-successful-job-search-its-all-about-networking

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NOTES

IN CANYONS SCHOOL DISTRICT

In Canyons School District, you’ll find educators who inspire and support each other and a community that values and invests in its highly-ranked public schools. Teachers in Canyons aren’t just keeping up with the latest educational trends - they’re leading them.

Find Yourself Supported $61,610 starting teacher salary New Teacher Academy Instructional Coaches at every school Relocation stipend Low- or no-cost endorsement programs

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Canyonsdistrict.org 38 American Association for Employment in Education

FIND OUT MORE

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.

My Philosophies/My Stories (take notes about specific details, highlights and artifacts)

Classroom Management

Collaboration

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

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

Instruction

Assessment

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

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

Networking and Social Media

What is Your Teacher Story?

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

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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Cassie Marotta Elementary Education Major, Grove City College, Pennsylvania

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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.

Networking and Social Media

An Educator’s 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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Creating a Digital Portfolio: How to Make Yourself Stand Out from the Crowd HannahWright-Turk Elementary Teacher, Virginia

KatyGibson 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

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.

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!

ü About me ü Resume ü Contact information ü Teaching philosophy ü Lesson plan examples ü Photos/videos of your work

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

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David Nicol Co-Founder, Career Fair Plus, Florida

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ou’re taking the next step in your teaching career by attending a K-12 hiring event—congrats! This is a fantastic opportunity to connect with school administrators, mingle with other teachers, and explore different possibilities with various school districts.

Still, showing up is easier said than done sometimes, right? Spending a morning or afternoon meeting strangers can be overwhelming, especially when you’re unsure what to expect. That’s why we’re offering simple, actionable tips.

So, get ready to impress, stand out, and increase the chance of landing your dream K-12 teaching job.

Do Your Homework Now (so you can assign students’ homework later) You’ve likely heard this before, but that’s because it’s solid advice: check out the district(s) and school(s) where you’d accept a job offer.

Explore the types of teachers they’re looking for, their values, goals, and culture. See what you can discover by reading: School district’s official website Most school districts have official websites showcasing their mission, curriculum, community, leadership, and open roles.

Teacher reviews Look up teacher reviews on websites like Glassdoor or Niche to get an insider’s point of view on the district or school. But don’t judge too harshly or quickly. There’s often unpublished context behind the good and bad reviews. Look for trending topics or issues reported year after year.

Social media Follow the school district’s social media accounts to stay updated on the latest news and events happening within the district. We know it’s pretty obvious, but so useful it’s worth mentioning.

There’s a BOGO here, too: your research might inspire thoughtful– and impressive–questions for school administrators like: • What would you like me to know about your district’s/school’s mission and vision?

• Will you describe three things that distinguish your district’s/ school’s approach to education?

• What are the core elements of the district’s/school’s student discipline policy, and how have they changed over the last five years?

• How do you support your teachers as people?

• How do you define and implement work-life balance?

• What professional development opportunities do you provide?

Remember, insight into the school district and how a potential supervisor engages are important decision factors in accepting a job offer.

informative, and direct responses about your teaching philosophy, experience, and qualifications. You might even Google common interview questions for your target district, school, or role. Today’s technology creates plenty of opportunities to benefit from others’ experiences!

Details matter–review your resume one more time Resumes and portfolios are still important for at least three reasons: • Your resume and portfolio instantly indicate what you bring to the district, school, or role • You have noteworthy answers to any questions interviewers ask based on either document

Preparing for Interviews and Job Fairs

How do Aspiring Teachers Get Noticed at Hiring Events?

• You guide conversations by choosing which skills and accomplishments you highlight Keep both documents updated with all your teaching experience, certifications, and education. Fill your portfolio with impactful and imaginative lesson plans, student work, bulletin board images, and so forth.

The cliche is true: dress for success First impressions are lasting impressions whether you’re attending your first or fifth K-12 hiring event. A professional appearance conveys respect for the people you’re meeting. Also, a coordinated outfit suggests you planned your appearance versus throwing something on at the last minute. Administrators want teachers who think ahead. Finally, clothes show your personality and individual style, so wear something unique and welcoming. Finally, consider avoiding the ever-present black or navy blue color pallet, so you stand out from the competition.

This cliche is true, too: practice makes perfect Or at least confident. Use a mirror (or a good friend) to practice introducing yourself to school administrators, highlighting your relevant skills and experience. Be brief and on point; smile and make eye contact. A calm and smooth introduction sets the right tone for the rest of your conversation.

Carry your enthusiasm and confidence beyond the introductions, too. Imagine yourself in front of the classroom you’re hoping to lead. Engage recruiters the same way you want your students to interact with you. Be friendly, approachable, and actively listen to everyone.

Make new friends (a.k.a., connections) As an aspiring teacher or early career job seeker, a K-12 hiring event is your chance to chat with other teachers and job seekers.

• Get the inside scoop: talking with other teachers and candidates often reveals meaningful insights about a potential employer.

Asked and answered

• Boost your chances of landing a job: The more people you know, the more people who know you to recommend you when their hiring manager asks for a “good fit” to fill an open role.

While you’re preparing a list of questions for the interviewer, practice answering what they’re likely to ask you! Be ready with brief,

You never know who you might meet or how valuable they could be along your job search and teaching journey.

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Preparing for Interviews and Job Fairs

often reveals meaningful insights about a potential employer.

• Boost your chances of landing a job: The more people you know, the more people who know you to recommend you when their hiring manager asks for a “good fit” to fill an open role.

You never know who you might meet or how valuable they could be along your job search and teaching journey.

Mind your manners–say “thank you” Don’t disappear when the clock strikes midnight—or maybe 5:00 pm. A polite follow-up (not pushy) keeps your name top of mind and proves your interest in the position.

• Send emails or hand-written notes thanking people for their time • Connect on LinkedIn to keep in touch and share professional updates like an original lesson plan or an award • Reach out later if you don’t hear back quickly with a friendly email reinforcing your enthusiasm and interest.

K-12 hiring events are a big deal for aspiring teachers, but don’t let understandable nerves get in the way. Do your research, show up with a current resume and portfolio, dress to impress, chat with teachers and other candidates. Also, follow up afterward–and stay realistic, too.

Participating in one hiring event is just a single step in the job search process. You might need to attend multiple events or apply to several different school districts during your job search.

Most importantly, be yourself and let your passion for teaching shine through!

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Cheri Bradford Recruiting Specialist, Prince William County Public Schools, Virginia

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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.

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.

Preparing for Interviews and Job Fairs

It’s Time to Land Your Perfect Job in Education. How?

• 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 10- or 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!

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Preparing for Interviews and Job Fairs

Job Interview Preparation: 10 Tips for Effective Research Brian Murphy

Emily Douglas-McNab

Transformational Leader of Strategic Management

Co-Founder and Chief, Experience Management

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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:

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.

10. How much will you make in the job? Determine how 1. Who is this district? Even if you choose to submit applications 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?

2. Who do they serve? A teacher must be able to effectively work with all learners. Understanding the demographics of the students in the district or school is important.

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.

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 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.

6. 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.

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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.

Sherri L. Morris Teacher Talent and Retention Administrator, Wake County Public School System, North Carolina

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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. ü Incorporate classroom examples and stories into your answers ü Capitalize on your student teaching semester by immersing to demonstrate your understanding of the answers you give. yourself fully in your school. Observe in special education Stories and relevant examples help interviewers “see” you in classrooms, volunteer to tutor in an ELL classroom, chaperone the classroom and visualize you as a teacher. a school dance, and build relationships with parents during carpool duty. Teaching is a dynamic profession, and interü Write out your responses to practice interview questions. viewers are not looking for one-dimensional candidates. Find Similar to a lesson plan, writing out your responses allows you creative ways to diversify your internship experience. to focus your thoughts and fully answer the question being asked. ü Think about your daily work in the classroom and identify broad

Preparing for Interviews and Job Fairs

Ace Your Job Interview with Intentional Preparation

topics that interviewers will want to discuss- collaborative ü Practice! But don’t rehearse. Your answers should sound coninstructional planning, positive classroom management versational, not scripted. However, you do want to be familiar strategies, equitable learning opportunities, and establishing enough with key interview topics to confidently respond to relationships with students, colleagues, and parents, are good interviewers’ questions. starting points for your preparation. ü Keep your answers to 60-90 seconds; any longer and your anü Make interview preparation a priority. Schedule dedicated time swers are likely unfocused. on your calendar for focused, uninterrupted interview work. ü Work with a peer or small group. Have each person answer the ü Research the school and district with which you will be intersame set of interview questions, then compare and discuss viewing. Interviewers will expect that you have some level of your responses. Considering multiple perspectives is an effecfamiliarity with their schools and/or districts. The more you tive strategy to more fully develop your interview responses. know about a school, the easier it will be for you to highlight ü Complete mock interviews. Your college career center, your how your skills and experiences make you the perfect fit for mentor teacher, an administrator in your school, or even a the job. friend or family member can serve as a practice interviewer. ü Investigate common interview questions for educators.

The more you engage in talk about teaching, the more comThere are many sample questions available online, and your fortable you will be on interview day. university career services office is a wonderful resource for ü On interview day, dress professionally, arrive early, and relax. practice interview questions.

You’re ready for this!

List Your Top Questions for a Potential Employer...

Notes

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Preparing for Interviews and Job Fairs

Answering Common Interview Questions Julie Paskiet Career Advisor, Career Exploration and Development, Kent State University, Ohio

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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 DO Example: “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.”

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 society. I have a personal responsibility to help make the world a better place, and teaching allows me to fulfill this responsibil-

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ity. 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: ü Speak in clichés ü Be too brief and fail to expand on your answer by sharing relevant examples 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.

Dr. Robert Feirsen Chair, Education Department, New York Institute of Technology; Superintendent (retired), Garden City Public Schools,NewYork

Dr. Seth Weitzman Adjunct Assistant Professor, Mercy College, New York; Principal (retired), Hommocks Middle School, New York

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o identify our “Top Ten Interview Questions,” we surveyed 4. How do you differentiate instruction? fellow school administrators, asking them to submit the You may encounter various forms of this question includmost frequently asked interview questions. But before we ing, “How do you address the needs of students with divulge our list, consider these two all-purpose tips: disabilities?” “How do you group students for instruction?” and “How do you work with gifted learners?” In each First, preparation is key. Learn as much as you can about the response, it’s best to try to integrate what we know about school before the interview. Browse the school’s website best practice with specific strategies and activities you have online, study School Report Card data, maybe question neighimplemented, or can implement, in the classroom. The borhood parents. Research will help you anticipate questions. school wants to know that you can work effectively with For example, if you learn the school adopted a one-to-one students from all points along the achievement continuum. computer initiative, you can bet you will be asked about using technology in the classroom. Or, if you discover the PTA spon- 5. Be ready to address questions specific to the grade sored an informational meeting about the Common Core, or discipline you would be teaching. interviewers are likely to ask how you would implement the Elementary and middle school teachers can count on standards in your classroom. questions about the Common Core and/or any standards the state or district has adopted. Science and social studies Second, your responses to interview questions should be teachers have new standards too, developed by their approximately two to three minutes long. In an interview professional associations. If you’ve carefully researched the scheduled to last 30 minutes consisting of ten carefully planned questions, we’ve seen candidates talk themselves out school, you can take an educated guess about what will be asked. For example, you might notice references on the of the job by droning on for 15 minutes while answering the school website to literacy blocks, middle school philosophy, first question. If you practice interviewing with a timer, you’ll or college and career readiness. learn to pace yourself. Remember that two to three minutes is actually quite a long time to make a statement: if you are 6. What is the role of assessment? well prepared for the interview based upon your research and How do you use both formative and summative assessthe practice you’ve had answering anticipated questions, your ment to monitor student learning and inform instructional responses will be clear, well informed, and well received. decisions? What tools do you use, for example, rubrics or analytic reports? You’ve taught it, but how do you know Here are the Top Ten Interview Questions from our poll that they’ve learned it? Once again, a portfolio will come of school administrators: in handy to share an example or two. Many schools will inquire how you will prepare students to take high stakes 1. Tell us about yourself. standardized tests.

By starting the interview with this fairly easy question, we’re 7. Tell us about a challenging student you taught. helping raise the candidate’s confidence. First impressions After a brief summary of behavior and learning concerns, often last, so be sure you are well practiced answering this discuss your action plan and the impact of the intervenfirst and most common question. Focus on your educational tion. The interviewers will expect to hear multiple stratebackground and your work experiences, and highlight your gies. In addition, it can be very impressive to add to your strengths. If there is something of which you are particularresponse new strategies you’ve learned since the situation ly proud, this can be a good time to mention it. transpired because this shows continuing professional 2. What is your philosophy of teaching? development.

The interview committee will be evaluating whether you 8. How do you partner with parents? are a reflective practitioner, the most important characterisIn forming a partnership, demonstrate you are both tic that distinguishes a future master teacher. What profesproactive and reactive. Proactive teachers keep parents sional books, pedagogical theories or education gurus have informed of what is being taught and how individual chilshaped your practice? Summarize how these principles will dren are progressing. The committee also wants to know be implemented in your classroom. how you would react to challenging situations by involving 3. Describe an effective lesson. parents. You may cite a genuine success story.

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 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.

Preparing for Interviews and Job Fairs

Top Ten Interview Questions Asked by School Administrators

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9. What do you know about our community and our school?

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 Rineer-Hershey, College of Education, Slippery Rock University of Pennsylvania

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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).

Social Emotional Learning (SEL) encompasses teaching students’ certain skills so they can become a well-rounded individ-ual. 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 ulti-mately, 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 Learn-ing (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 emotion-ally. 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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Dr. Thomas A. Kersten Professor Emeritus, Roosevelt University, Illinois

Dr. Allison Slade Director of Instructional Leadership, Roosevelt University, Illinois

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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?

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.

Getting to Know You ü What is the most important reason that you went into teaching? 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 ü Describe a time when you had a conflict with someone. What was the situation and what was the result? ü If confronted by an angry parent (or colleague) on an issue, how would you respond? ü How important is it to be liked by your students? ü How would your students know that you genuinely cared about them? ü When is it appropriate to talk about your co-workers?

Classroom Culture Management ü 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?

Preparing for Interviews and Job Fairs

Be Prepared for These Common Interview Questions

Equity & Inclusion ü What experiences have you had working with diverse groups of students? ü How do you create a classroom environment that recognizes cultural diversity? ü How have your life experiences shaped your understanding of students and families from diverse cultural backgrounds? ü How do you accommodate students with special needs? ü How would you 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.

Personal Development & Self-Reflection 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 differently? ü How do you differentiate classroom instruction to accommodate all students?

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.

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Preparing for Interviews and Job Fairs

Collaboration

offer. Listed below are several questions you may want to consider.

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?

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?

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?

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.

Admin-istrators 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

52 American Association for Employment in Education

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.

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.

Preparing for Interviews and Job Fairs

Top Ten Interviewing Tips From Recruiters Who Have Seen It All

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.

5. Clean Up Your Social Media Remember those “funny” photos and comments that you have posted over the years? Well, they’re probably 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 53 American Association for Employment in Education

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: 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.

Asking the Right Questions at Your Interview Jill Purdy Director of Graduate Education Department/Associate Professor, Cedar Crest College, Pennsylvania

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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. 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.

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.

ASK: What does your new teacher mentor program look like? How will I be supported in my first few years of teaching?

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.

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?

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!

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.

NOTES

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.

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?

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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Billie Streufert Assistant Vice Provost, Student Success and Engagement, Augustana University, South Dakota

When 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 ins Situation

Task

Action

tructed and the strategies you used to teach him or her.”

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

What ultimately happened as the result of your behavior? Provide specific details to demonstrate your success.

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.

“Tell me about a time you failed.”

Situation

Task

Action

Result

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.

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.

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.

STAR will help you keep your answers focused as you incorporate stories that address the behavioral-based interview questions. Interview-

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Preparing for Interviews and Job Fairs

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

56 American Association for Employment in Education

Dr. Toni L. Mild, Dr. Vaughn Bicehouse, and Dr. Eric Bieniek College of Education, Slippery Rock University of Pennsylvania

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f the question “what was your favorite part of school?” was classroom. You will see a different side of your students in posed, many of you would not answer that it was that math these settings, and they will see you in a different light as well. lesson on inequalities that really piqued your interest and kept This participation can help to build stronger student-teacher you coming back day after day. Most students enjoy and atrelationships which can ultimately decrease student discipline tend school for the extracurricular activities in which they are and classroom management issues. Advising or coaching an involved. Extracurricular activities draw many students in and extracurricular can also build stronger parent and community assist in favorable attendance rates. According to the National relationships, which is also a huge benefit for not only you as Center for Education Statistics (1995), there is a strong associa- the educator but also your district. tion of better attendance, achievement and an increased interest in advancing their education when students were involved in extracurricular activities.

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 Due to this trend, schools offer many extracurricular activities could include supervision for at-risk programs, alternative for their students. However, filling these teacher leadership education programs, instruction in the home/homebound positions is not always easy. If you have an interest and can teachers, or summer school programs. 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 No matter what type of extracurricular a school may need to process. Include a statement outlining your background and in- hire someone for, remember that bringing up your willingness terest in sports or extracurricular activities. Ensure that during during the hiring process could ultimately get you the job over your interview you also bring this up to the administrators someone else. Just make sure that you do in fact have the interviewing you. If you happen to have the opportunity when time, energy, and expertise to commit to this added responsicompleting the application process to ‘check that box,’ do so. bility, and do a great job.

You will find that overseeing extracurriculars can be a time-consuming process, but you will also experience many benefits. Being an educator while overseeing extracurriculars References: is a win-win for both you and the students. You have the luxury of not only instructing students within the classroom setting, National Center for Education Statistics (1995). Retrieved from: https://nces.ed.gov/pubs95/web/95741.asp but also building relationships outside of the

Preparing for Interviews and Job Fairs

Remember Extracurriculars During the Hiring Process

Seeking outstanding educators to join our team. Our starting salary is $62,763 per year, the highest starting salary in Colorado. Top earners can earn up to $100,000 per year!

Apply online at WPS.ORG or at 6933 Raleigh St., Westminster, CO 80030, or contact uman Resources at (303) 428-3511 or Rapplication ps.org. Diverse and bilingual candidates are encouraged to apply.

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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

The 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

Don’t wait for the recruiter to begin the conversationtake the initiative.

be friendly, warm, and genuine. 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.

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. ü Do ask questions that are of genuine interest to you and that demonstrate your knowledge and resourcefulness. 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.

Don’t offer a weak handshake.

Don’t ask generic questions that you can answer for yourself with a quick online search: • “What jobs do you have?”

• “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.

ü Do follow-up with the recruiter before he/she reaches out to you.

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:

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.

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.”

Preparing for Interviews and Job Fairs

Expand the Reach of Your Employment Search: Attend Job Fairs from Anywhere!

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!

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.

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! ü Online recruitment provides employers with digital files 59 American Association for Employment in Education

Preparing for Interviews and Job Fairs

Tips to Help Student Teachers Crush a Video Interview Greg Dietz Assistant Superintendent for Human Resources (Interim), Argo Community High School District 217, Illinois

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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.

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.

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.

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.

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 re-record 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.

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.

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 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 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.

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Background View & Attire

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.

No Disturbances

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!

Caroline Chessia Senior Digital Marketing Specialist, interviewstream, Illinois

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hether you’re a recent graduate or a seasoned educator looking for a change, interviewing for a teaching position can be a nerve-wracking experience, especially if it’s your first time. However, with the right preparation and mindset, you can confidently navigate the interview process and land the job.

Throughout interviewstream’s 20+ years of providing video interview technology in the education space, we’ve acquired great tips and best practices that can help you ace your first teaching interview. In this article, we’ll explore some of these strategies and provide practical advice on how to prepare for and succeed in your upcoming interview.

Your first screening interview may be over the phone, on a video interviewing platform (either live or recorded), or in person. But the same action and planning should go into all three scenarios. Read on for tips on how to shine in your first teacher interview:

or LinkedIn for photos of employees. For instance, if you see employees wearing collared shirts and jeans, a business casual outfit might be a suitable choice.

4. Prepare for Common Interview Questions Practice with common interview questions and come up with questions for the interviewer. Be ready with answers to common interview questions like: ● Tell me about a challenge you faced in the classroom and how you overcame it. ●

What is your greatest weakness?

● Tell me about a time when you had a conflict and how you resolved it.

Avoid memorizing your answers. A good solution is to jot down high-level thoughts that you can easily reference.

And be prepared with strong questions to ask the interviewer such as:

Tips and Best Practices for Any Interview

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How would you describe the ideal candidate?

1. Do your Research The first step in your action plan should always be research. Showing knowledge of the school, its challenges, culture, and values is crucial. It shows that you are serious and passionate about the role and that your values align with the school.

●

How will my success be measured in this role?

To prepare for an interview, it is recommended to research the district’s website and Glassdoor page, if available. It’s also helpful to review any recent press releases or articles about the district and set up Google Alerts to stay up-to-date on district events.

In addition to practicing common interview questions, it is important to provide clear and concise answers that incorporate the information you’ve gathered from your research and concrete examples of your past work experience. This will demonstrate to the interviewer that you have done your research and are a strong fit for the role. It is also important to emphasize not only your hard skills but also your soft skills, such as cultural fit.

2. Sell Your Skills, Experiences, and Personality It is pretty common for an interview to begin with “tell me about yourself.” Don’t ramble, but use your work history, hobbies, and interests to showcase why you are a great fit for the school with which you’re interviewing.

One of the most important things to remember when interviewing is to be authentic. Ultimately, hiring team members are human beings too, and they want to be able to connect with the real you.

3. Dress for Success

Preparing for Interviews and Job Fairs

How to Ace Your First Teaching Interview

● What are some challenges associated with this teaching position?

5. Practice, Practice, Practice Practice everything: try your outfit on, review your notes, practice your questions and responses by taking a quick glance at your notes. The more you practice, the more prepared you will be, and in turn, the more confident you will be during the interview.

What About Video Interviews?

Virtual hiring is the standard, with 86% of companies now using technology like on-demand video interviews to recruit candidates. As an alternative to phone screens, a one-way video interview is a quick way for recruiters and hiring managers to determine if candidates meet the role requirements and fit the company culture.

As the candidate, a one-way video interview is generally the first step in your interview process. You can expect to receive an email with a link inviting you to answer pre-chosen questions from the Superintendent or Director of HR. Then, using the camera on your computer, smartphone, or tablet, you will record your answers to the on-demand video interview questions and submit them for review.

The key to a great video interview is preparation. With these six on-demand video interview tips, you will easily wow your prospective employer and stand out amongst all of their top candidates:

They say dress for the job you want. Regardless of whether you are meeting in person or virtually, dress to impress. What you wear can convey your personality to the team during an interview, so it’s important to dress professionally.

A helpful tip is to dress one level above what is typically worn by other teachers. To determine the appropriate level you can browse the company’s website, Glassdoor, 61 American Association for Employment in Education

Preparing for Interviews and Job Fairs

1. Check Your Tech

Ensuring you have a strong, uninterrupted internet connection is important to completing your on-demand interview. If your Wi-Fi is slow or spotty, consider using your mobile hotspot. Also, make sure to test that your microphone and camera are working. If you are in a large room or one with high ceilings, you may want to use headphones to record your audio to avoid an echo.

2. Set the Stage

Having a quiet, clear, and well-lit space will show your best self.

Eliminate all possible distractions and interruptions by turning your cell phone on silent, and if you’re at home, make sure people in the house know you are completing an interview.

For your backdrop, choose a neutral color wall with limited clutter, as these will be distracting. Proper lighting is essential for good video quality. Turn on any available lights in the room and check to make sure there is no glare on your screen.

3. Look at the Camera Look directly into the camera when recording because it portrays that you are talking directly to the interviewer. Position your webcam so that when you’re sitting, it is at eye level. When you are recording your

answer, look into the camera as if you are having a conversation with someone sitting in front of you.

While looking at the camera instead of the screen can be unnatural at first, practicing when you test that your camera is working can help make it more comfortable. Remember to sit up straight and be conscious of what you are doing with your hands.

4. Be Present and Authentic Practice with common interview questions. Take a few minutes before you start recording to do some quick deep breathing exercises to reduce anxiety or to do a power pose to increase confidence. One of the most important things to remember when video interviewing is to be your authentic self. Smile when you give your answers and relax!

Good Luck and Happy Interviewing!

Interviewing can be nerve-wracking, but you are interviewing the school as much as they are interviewing you. The recruiter wants you to succeed, so take a deep breath, talk at a comfortable pace, and watch as the teaching offers come rolling in.

Plan an A+ Demonstration Lesson 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?”

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.)

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:

ü Engage the students—this is key!

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.

ü Try to ask some higher-order thinking questions.

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.

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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.

American Association for Employment in Education

ü Be prepared for the unexpected. For example, there may be contrived discipline problems from administrators.

Knowledge and Teaching Strategies ü At the end of the lesson plan, describe extensions, i.e. “If I had more time, I would …” 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!

Dr. Katie Leckenby Assistant Professor, Special Education Department, Slippery Rock University, Pennsylvania

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ou have graduated, passed your certification tests, and applied for the job. You have submitted clearances and transcripts and have successfully made it through the first round of interviews.

Typically, the next stop on the employment train is the teaching demonstration. During this round of interviews, you will often be given a grade-level standard and be asked to prepare a lesson.

Often, you will teach actual students in the district or administrators acting as students. While this can be a very nerve-wracking experience, here are 3 tips to ensure you conduct a successful teaching demonstration:

1. The Importance of Introductions

a writing device. You may also want to consider planning extra activities in case students finish faster than you expect. The more prepared you are, the more impressive you are, and it is always safer to over-plan than under-plan.

3. Practice, Practice, Practice Consider having a “dress rehearsal” with friends and/or family to work out logistics of the lesson plan. Examine the sequence and organization of your lesson. Practice your verbiage - what you want to say and how you want to say it. Pay considerable attention to the timing of your lesson. At times, teaching demonstrations may be scheduled back-to-back, and you do not want to be remembered as the interviewee who struggled with time management. Conducting a run-through of your lesson will increase your confidence and provide you with an opportunity to work out any bugs before your teaching demonstration.

Even though you may have already met everyone in the first round of interviews, it is important to reintroduce yourself to the administration and staff in the next round of interviews. You do not know how many positions are open or how many interviews these individuals may have conducted. Reintroducing yourself makes a Undoubtedly and understandably, the teaching demonstration interpositive impression. You may want to consider designing a pamphlet view can seem scary. Practicing and being prepared will help to ease to distribute to interviewers to remind them of who you are—inyour worries and enable you to put your best foot forward. clude your certifications, major, extracurricular activities, teaching philosophy, and pictures of yourself teaching to make sure to highlight your experience working with children (in preschools, childcare settings, summer camps, coaching, etc.). Lastly, introduce yourself to the students you will be teaching and tell a bit about yourself.

Make sure to ask students to tell you their names (even if they have a name tag). This small action will build relationships, establish trust, and show you are student-centered.

Preparing for Interviews and Job Fairs

The Teaching Demonstration: 3 Tips for a Successful 2nd Round Interview

2. Be Prepared Being prepared shows that you are a teacher that is organized and dependable. Make sure to bring enough copies of the lesson plan to hand out to each interviewer. If you are not sure how many individuals will be in your interview, do not be afraid to email the district’s administrative assistant or human resources to find out, and make sure to bring at least two extra in case anyone else turns up in your interview. Most importantly, bring all the materials needed for your lesson—do not rely on the district to supply anything. You cannot assume the students will have pencils, and it would be a shame for your lesson to stall over the need to locate

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Show What You Know: Effectively Planning and Delivering a Sample Lesson Plan Dr. Sue Dreves Assistant Professor of Education, Grove City College, Pennsylvania

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ou have spent years preparing, and now you are coming to the final stretch. You’ve perfected your resume, successfully navigated the application process, and perhaps even survived a few interviews. Now, however, you’ve been asked to plan and deliver a sample lesson plan to a live group. It’s time to show what you know! Ask yourself these five questions to ensure that you are fully prepared:

example, call on a volunteer and ask the student to come and tell a ball to move. Ask the class why it doesn’t move (Newton’s First Law). Then, ask for another volunteer to come push a pencil and then push a desk. Ask the class which they think was harder and why (Newton’s Second Law).

1. Who is my audience?

Finally, ask a volunteer to come drop a bouncy ball. Ask the class First and foremost, it is important to remember that you are not what they noticed about the ball’s movement, and why they teaching a lesson. You are teaching students. As such, it is important think this happened (Newton’s Third Law). Doing this will engage that you demonstrate an awareness of your audience. How large your audience, as well as give you an idea of the students’ prior is the group? What type of background knowledge do they have? knowledge. Why is this important? This is important because Do any of the students have any special needs that you should be awareness of prior knowledge from the very beginning of the aware of when planning? If you are unsure of these answers, do lesson will help you know which students may have more/less not be afraid to ask ahead of time. This shows intentionality in your knowledge, give you ideas for helping students connect to what planning. they already know, make you aware of any misconceptions, and affect the pacing of your lesson and which of your extension or 2. Do I have a clear, observable, and measurable objective? You remediation plans will be utilized. Finally, in this introduction, be should be able to clearly communicate your objective to your sure to also explicitly state your objective to the students (e.g. audience and be able to measure the success of reaching your “All these things you just saw were related to something called objective by the end of the lesson. Avoid vague words like “learn,” ‘Newton’s Three Laws of Motion.’ My goal for you is that by the “understand,” and “know,” as these words are internal and cannot end of this lesson, you will be able to correctly match each of be observed and measured without the students saying or doing Newton’s Three Laws of Motion to its description and correctly something to demonstrate their learning. Instead, opt for action list at least one of your own examples of each law.”). verbs that show that the students have learned something. What will the students say or do that will let you know they understand 5. Do the rest of my teaching procedures engage students, graduor have reached the objective by the end of the lesson, and at what ally guide all learners to mastery, and close with an opportunity level of accuracy do you expect them to meet this objective? to do a final review and assessment of the learning? You never know when something will happen with • Example of a vague, unobservable objective: By the end of the your technology. If available, have a second computer, iPad lesson, students will know Newton’s Three Laws of Motion. or similar device readily available to use. Now that you have • Example of a clear, observable, and measurable objective: By the planned an effective introduction, it is time to move toward the end of the lesson, students will be able to correctly match each objective. Be sure to utilize Tier 1 Strategies that are known to of Newton’s Three Laws of Motion to its description and correctly engage and support all learners. For example, are there ample list at least one of their own examples of each law. visuals? Have you modeled the learning? Have you included an informal assessment to check for understanding throughout the • 3. Have I included standards, and are these closely aligned with lesson? Did you pre-plan various levels of questions that can be the objective? asked in different ways (individual responses, choral responses, Demonstrate that you understand how to align your teaching with and think-pair-share)? And finally, have you carefully considered any required standards. Aren’t sure which set of standards to use how you will use your time to allow for the closure and assessbecause you are interviewing in a different location from where ment? you completed your teacher preparation program? Ask. Again, this shows intentionality in your planning. Furthermore, when While you may feel nervous about planning and delivering a live listing the standard, be sure not only to include the number of the lesson, this is the perfect opportunity to demonstrate what you standard but also to include other details about which subset of can do. By addressing these five questions, you are one step standards you are using. If you were giving someone your address, closer to landing your perfect job! you wouldn’t just tell them your house number. You would give them a full description. In the same way, be sure to include the “full address” of any standards you are using in your lesson (state, content area, number, and description). Just like specific directions, this helps others reading your lesson to better find the standard and demonstrates your proficiency in using them in instruction.

4. Do I have an effective introduction that grabs my learner’s attention, assesses the students’ prior knowledge, and explicitly states my objective?

Remember, this is your chance to put your best foot forward. Opening with a direct question about the content of the lesson (e.g. “Who has heard of Newton’s Three Laws of Motion?”) isn’t all that effective at capturing the interest of your learners from the beginning. Likewise, it also doesn’t tell you much about what they already know. Instead, engage your audience right away. For

64 American Association for Employment in Education

Dr. Jessica Hall-Wirth, Dr. Toni Mild, and Dr. Ashlea Rineer-Hershey College of Education, Slippery Rock University of Pennsylvania

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echnology has completely changed the way we do things.

Virtual interviews became prominent during the pandemic due to necessity. However, it continues to remain popular, especially for first interviews. As with any interview, proper preparation is the key.

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 Positive Behavioral Interventions and Supports (PBIS) program? In what type of area is the school located?

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.

Preparing for Interviews and Job Fairs

How to Prepare for a Virtual Interview & Teaching Demonstration

2. Practice using the online platform used for the interview 8. Keep things simple, yet engaging During an interview, you Nothing is worse than being unprepared for an interview. may want to pull out all of the stops to impress the panel.

Each online platform is different, so it is important to learn However, in an online setting, that can be a challenge. Keep how to navigate it for your interview. Before your interthings simple yet engaging. view, invite a few friends or family to ‘sit in’ on your virtual room for you to practice. You will want to learn how to utilize all tools, know what it looks like from your viewpoint 9. Dress professionally and your attendees’ perspective, check audio and video, Although you may be in the comfort of your own home, it is and play out all possible scenarios. still important to look professional in your attire. For men, a suit jacket and tie is recommended. For women, a blazer, sweater, or dress is suggested. Be sure to wear full appro3. Create and/or prepare a professional background Do priate attire—you don’t want to be caught wearing pajama the best you can with what you have at home. bottoms.

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 By following these simple tips, you can be better equipped for include a whiteboard, calendar, bulletin board, and/or a your virtual interview. Taking the time to prepare can ensure plain setting. If you are using Zoom or Microsoft Teams, that you are showcasing your best self and can also put you at you might also have the option to upload a professional ease during the interview process. virtual background. (Note ‘professional’ – a beach scene may not be the best bet 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, try to find a time that you can be in a quiet, distraction-free environment. Turn off any notifications, such as new email alerts, that may chime during your interview, and try placing your phone on “do not disturb” or even keeping it in another room.

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 65 American Association for Employment in Education

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The Importance of Thank-You Messages Diana M. Sanchez Associate Director (retired), Career Services, California State University-San Marcos

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ost-interview correspondence will assure the hiring official of your continued interest in the position. However, school officials are busy people, so you want to make sure that you have a substantial reason for contacting the employer each time you write. These reasons can include sending any updated transcripts, other supportive materials, notifying the employer of a change of address or additional experience.

tive has been communicating with you online, a well-written email message may be appropriate. A word of caution: pay attention to formality with an email. Most of us have a tendency to be less formal with emails, and it is important to keep a professional tone. Also, try to keep the message to one screen length; administrators appreciate brevity.

One of the most important pieces of post-interview correspondence is the thank you letter. 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:

A thank you note, especially a handwritten one, can make you stand out from the competition by demonstrating your professionalism, follow-through, and interest. And, this 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 other 90% who neglect to write one.

Express Enthusiasm: It is one more chance to market yourself for this specific job.

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.

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.

Express Sincerity: Be genuine and sincere in your gratitude. Comment on the importance of the meeting.

Personalize It: Interviewers are typically impressed with proof that candidates listen and remember the conversation. Highlight a key point from your meeting that was unique and meaningful. This will refresh the interviewer’s memory of you. If you met with several people, it may not be obvious who will be the decision maker. 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 you have the correct spelling and title for your interviewers and be sure to take notes shortly after when it is easier to remember specifics.

Keep It Short: The “Rule of Three” in communication says that the human mind can only remember three things about any topic. 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 professional traits. Ideally, these three points should be presented in the resume, reflected in the cover letter, discussed in the interview, and summarized in the thank-you note.

For more conservative school districts, you may want to consider a typed thank you letter. Using a business letter format conveys that the meeting was important enough to take the time to present yourself in a professional manner. However, fellow 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. If the school district representa-

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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.

Preparing for Interviews and Job Fairs

Following Up Post-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!

67 American Association for Employment in Education

The FAQ’s on Seeking Out-of-State Certification Exploring Employment Options

Job Search Handbook Committee

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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?

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.

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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 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.

Job Search Handbook Commitee

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onsider what matters to you most in a district or school. These days there are a myriad of options, including remote, hybrid, charter, public, etc. To narrow it down, write a short essay answering the following: What spaces have I thrived in traditionally? What aspects of these places are compatible with my professional goals? This will help you narrow down what schools are a good fit.

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Writing Exercise

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Beyond Credential Matching: Finding the Right First Teaching Job Dr. Alisun Thompson Assistant Professor, School of Education, versity of Puget Sound, Washington

Dr. Lora Bartlett Associate Professor, Education Department, UC Santa Cruz, UniCalifornia

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re you a pre-service teacher looking for your first teaching position? Are you hoping to find a school where you will grow as a teacher, feel successful, and still be a teacher five years from now? If you answered “Yes” to these questions then it is time for you to identify what you are looking for in a school and teaching job.

In the space below, identify five things that matter to you in a workplace. Then circle the ones that are non-negotiable and not the ones that you would like but could do without:

Too often, pre-service teachers approach their first job search like a sorting and pairing process. Math teacher to math teaching job. Multiple subject credentials to elementary school opening. But there is so much more to finding a first job that will feel right to you than simply matching your teaching credential to the job posting.

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In our research, we have followed preservice teachers from their pre-service programs, through their job search, into teaching. What we have found is that the job search process is related to teacher satisfaction and retention. When teachers in our study took jobs based simply on credential matching, they were flipping a professional coin. They had a fifty-fifty chance the school would be a good fit, and they would still be teaching five years later. But those odds tilt significantly toward success and retention when teachers identify what they need and choose their first jobs through a careful vetting process.

Still doubt us? We aren’t surprised. We often hear from pre-service teachers that they don’t feel empowered to be selective in their first teaching job. They need a job and feel appreciative when they receive an offer, any offer. But these same teachers would rarely seek housing through the same process. Knowing you want a two-bedroom apartment doesn’t mean that any two-bedroom will do. Not all two-bedroom apartments are the same, and most apartment seekers have at least some criteria beyond bedroom numbers necessary to happy living. Just as you carefully select your living space, so you should select your workspace. Identify your needs, know your preferences, search for your ideal (and know what you can flex on), be cautious of the hard sell, understand the market, and don’t be afraid to play the long game.

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Search for your Ideal Job You know what you want, now you have to search for it. Draw on your networks to find the working conditions you identified above. Let others know what you are looking for and take active steps to find it. Once you have identified a possible place to work, be prepared to look critically at the school.

Schools are distinct workplaces. Even schools in the same district, serving a similar population of students may have very different working conditions and norms of practice. In particular, find out if this is a place that supports and retains the teachers it hires—or does it have a reputation for high turnover? Ask teachers you trust what they know about it as a place for teachers to work. Look for school level teacher turnover data. Ask yourself if this is a place that will support your growth as a new teacher? Is this a place where you can thrive?

When you get to the job interview stage, approach it as a two-way preview process: you are interviewing the school as much as the school is interviewing you. Come prepared with your own questions and remember that the best outcome is a good fit between the workplace (the school) and the candidate (you). For example, if collaboration and peer support is something you identified as a high priority, ask about opportunities to work with other teachers on curriculum and instruction.

The point here is to leverage the interview process to help you find the right school.

With few exceptions, do not accept a teaching post at a school you have not visited in person. At the very least, your interview visit should include meetings with a grade-level leader or department chair. Ideally, you would sit in on some Identify Your Needs and Preferences classes and attend a department meeting. Be cautious of The first step in knowing how to find a school that is a good fit hard-sell hiring practices that limit your access to your is clarifying what matters to you personally and professionally.

What are the non-negotiables? Can you distinguish between (prospective) future school place and make time-pressured offers. Ask yourself why they don’t want you to visit the things that are critical to workplace satisfaction and things school. Be concerned about what it will be like to teach at a that would be nice but are not deal breakers? place that is not invested in ensuring the teachers they hire are a good fit for their school.

Is collaboration something that you value? Would you rather work on a teacher team and plan and teach aligned units, or do you prefer to have a lot of independence in your teaching?

Is working at a school with a particular focus a deal breaker for you? How about school testing practices? Clarifying your top values as a teacher and then imagining how those might translate to working conditions will help you find a school where you are likely to grow professionally and find satisfaction.

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Know your Place in the Market & Have the Long Game in Mind Headlines in your local paper might report a national teacher shortage alongside notices of teacher layoffs in a particular district. Within the same district, there may be fully staffed schools, and schools that struggle to fill openings. That said, it is important to know your place in the market. Knowing the extent to which you fill a labor shortage area or bring a desired skill to the job market will help you understand your negotiating power.

REFERENCES Bartlett, L., & Thompson, A. (2019). Seeking to Stay: Job Search Process and Teacher Retention. In Recruiting, Preparing, and Retaining STEM Teachers for a Global Generation (pp. 346-367). Brill Sense.

Liu, E., & Johnson, S. M. (2006). New teachers’ experiences of hiring: Late, rushed, and information-poor. Educational Administration Quarterly, 42(3), 324-360.

Exploring Employment Options

What if you don’t teach in a shortage area or have a specialized skill? While you might not have as much leverage, you can still use these strategies to think carefully about where you want to be as a teacher. This might take some planning and strategizing, so our best advice is to have the long game in mind. Think about where you want to be in the next five years and develop the skills and networks to help make that happen. If your first school is not a good match, plan your next move.

What’s important is that you find a school where you can thrive and develop into the teacher you want to be.

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 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.

Tips for being an effective and memorable substitute teacher:

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.

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.

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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 full-time employment opportunity, substitutes allow their work to speak for itself.

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.

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.

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.

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Exploring Employment Options

Insider Tips to Help Manage Stress While Waiting to Hear About a Teaching Opportunity 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 high-stakes: 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.

• 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.

Take Care, Candidate

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Robert Mitchell Assistant Professor, Leadership, Research, and Foundations, University of Colorado- Colorado Springs

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s I drive up to my small, rural school in southeastern Colorado, I usually get this goofy smile on my face. It’s a very small school – only about 35 students k-12 – but it is one of the best centers of learning ... anywhere. As you enter the school, the smell of homemade rolls from the kitchen wafts over you, and the sounds of happy kids permeate the hallways. Teaching in small, rural schools has a few challenges to be certain – but the opportunity to make a real difference in the lives of kids in these locations is amazing. Following are just a few of the reasons why teaching in remote and rural schools can be the best teaching job in existence.

Small classes = more learning:

My high school class last year had two students, and this year I have eight. With these small class sizes, we can develop meaningful and extensive discussions about the academic content, how it pertains to the lives of these students, and how they perceive the use of this information in their future lives. No one can hide in the back of the room hoping to not be called upon, and everyone has no choice but to engage and learn every single day.

No classroom management problems: One of the primary concerns many new teachers have when they enter their first teaching job is how to manage a classroom of 20, 30, or even 40 students. It can be daunting and can actually detract from the enjoyment of teaching and the effectiveness of learning. In small schools, classroom management is hardly ever a problem. Over the past seven years, the biggest classroom discipline problem I have had is one student that was reluctant to remove his hat after I asked him once. That is it. If you want to focus on teaching, instead of discipline, small schools are the way to go.

Great kids and great climate: In such a small school, my students hold themselves accountable for their actions and their learning. As a result, I can actually leave my room for a few minutes to go to the bathroom or get some fresh air. I know my students will continue to work effectively if I have developed a meaningful learning assignment, and they do not require my presence to ensure they work on their own. It takes a bit of getting used to – but it is a significant shift from larger schools where you cannot leave the classroom even for a minute.

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Your Best Job May Be Really Out There: The Great Things About Rural Schools

Greater teacher autonomy: Make no mistake – we do teach state content standards, and we do have a curriculum, but rural teachers also have autonomy to make changes as they see fit to ensure student understanding and to ensure you are connecting to the individual lives of the students via cultural relevance. Last week, my class was talking about the emergence of food safety requirements in the 1890s, and we diverted to a larger discussion of the importance of commercial agriculture and how modern state regulations can both help and hinder ranchers. It was a great learning experience for both the students and me – and one that I could not do without the autonomy I have in my small, rural classroom.

There are about a thousand more reasons why I find teaching in rural schools to be very rewarding, but you really should explore them yourselves. Don’t be afraid to explore the options out there with small, rural schools. You may just find that it is the perfect place for you to teach. Plus, the homemade rolls and school lunches are hard to beat! district search committee will also value your application more if

Job Hunting for Rural Schools Casey Jakubowski Founder, CTJ Solutions

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fter a 25-year career in education, I have three points I want to share with teachers who are seeking to work in a rural school.

First, be real about why you want to work in a rural area. Second, research the rural area. Third, be ready for a wild and fulfilling ride!

First, why do you want to teach in a rural area? Did you grow up in an area that is similar to the place you are applying to, or are you hunting for a job? Almost 50% of new teachers leave the profession by year five. Many non-rural teachers leave rural schools because the job is not a good fit for them! Teaching in rural places is awesome, I should know (Jakubowski, 2020 & 2021). Just make sure that you understand your motivation for teaching rural.

Third, your first year will be amazing! It will ebb up, flow down, and cycle. You will love your students, and your peers, and later, be frustrated. You must engage in professionalism that is not perfectionism! Be ready to learn, and do not let your drive for perfection lead you to burnout. Create space professionally, and personally, but most importantly, show your students you want them to learn (Rhodes, et al, 2022)!

Teaching in a rural setting is amazing! But be ready to overcome some challenges. A sense of humor and a bright disposition help!

Second, research the area. Make sure that you know the distance to a pharmacy or a shopping mall. Your school district may have travel and tourism amenities, but for a young or novice teacher, living nearby year-round, the challenges may outweigh the benefits. Be cautious about showing up without researching: commuting, living locations, grocery stores, laundry facilities, and restaurants. The district search committee wil also value your application more fi you can discuss intelligently what the community has pride ni, what their challenges are, and how you can help make a difference!

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From the Ground Up: BLOOM Where You Are Planted Dr. Karen E. Peace

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eing new to the teaching profession is an exciting time in your life! As a new teacher, you are starting from the ground up!

Through your teacher preparation program, you collected a bucket full of seeds and ideas to help your garden grow. The foundation has been prepared, and now you are ready to create a colorful garden in which your students will flourish! You have the tools to impact the lives of those around you. Inch by inch, row by row, you can make your garden grow.

In order for you to BLOOM where you are planted, there are some helpful hints for new teachers to consider. Let’s dig in!

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and implement requires the thoughtful and purposeful use of a variety of tools. You don’t want to hoe the entire row when all you need to do is pull a few weeds. As you collaborate with your colleagues, be sure to offer ideas that you have learned, too. Classroom “gardening” tips and tricks are meant to be shared! OPEN YOUR EYES TO NEW IDEAS AND OFFER IDEAS TO YOUR COLLEAGUES!

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wn your mistakes and make a plan to fix them!

elieve in yourself!

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You are prepared! Walk confidently into your classroom each day knowing that you have what it takes to make a positive impact on your students. Through your teacher preparation program, you acquired the foundations of planning, preparing, and implementing effective lessons. You learned how to identify student learning needs and build relationships that create a positive educational environment. There will be days that are extremely “hot”, make you sweat, and will deplete your energy. Reflect on the many strengths and skills that you bring to the garden and BELIEVE IN YOURSELF!

earn from others by surrounding yourself with good people!

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Surrounding yourself with good people who are energetic, positive, and supportive will help you continue to learn and grow as a teacher. When you attend team meetings, faculty meetings, and professional development sessions, search for a seat with people who are positive and supportive. If your school or district has not assigned you a mentor or buddy teacher, ask to be paired with one who will help you grow.

Avoid the “weeds!” At times, you will encounter colleagues who are negative and destructive. Those “weeds” will infiltrate your garden and impair your growth. Eliminate the weeds by focusing on the colleagues who bring you light and fertilize those relationships. LEARN FROM OTHERS BY SURROUNDING YOURSELF WITH GOOD PEOPLE! pen your eyes to new ideas and offer ideas to your colleagues!

Being an effective professional educator requires you to continue learning and growing. As you participate in team meetings, attend professional development opportunities, or get feedback from mentors and evaluators, be open to new ideas to fill your bucket with more tools. Each lesson you plan

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You will make mistakes as you grow in the teaching profession.

On those “rainy” days when it seems that your lesson failed or your interactions with students were not what you planned, reflect on the day and make a plan for correcting your actions.

If you are unsure how to fix the mistake, remember to seek guidance from the positive, supportive colleagues that you have identified to help you in your garden. Mistakes can only be fixed when they are identified, so don’t brush the dirt over them! OWN YOUR MISTAKES AND MAKE A PLAN TO FIX THEM! anage your time and find balance in your career and personal life!

You will make mistakes as you grow in the teaching profession.

On those “rainy” days when it seems that your lesson failed or your interactions with students were not what you planned, reflect on the day and make a plan for correcting your actions.

If you are unsure how to fix the mistake, remember to seek guidance from the positive, supportive colleagues that you have identified to help you in your garden. Mistakes can only be fixed when they are identified, so don’t brush the dirt over them! OWN YOUR MISTAKES AND MAKE A PLAN TO FIX THEM!

Look what’s sprouting up! Your career as a professional educator is in full BLOOM! Take time to reflect on your personal and professional growth and enjoy the beauty of your gorgeous garden of learning.

Every flower of every tomorrow is in the seeds of today. So, plant your seeds and reap what you sow. From the ground, up you will BLOOM where you are planted and so will your students!

Jobs Outside of Traditional Classroom Teaching

Numerous 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; ü 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 education-re-

lated 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 longer-term hospitalizations. Tip: Within your preferred geographic range, contact centralized school districts for recommendations.

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Job Search Handbook Committee

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.

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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.

employer requests them, a CV always includes a section with references with contact details listed. ü Create a cover letter template

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!

ü Request official copies of your transcripts, degree(s) and teaching certificate(s) ü 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.) ü 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.

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.

Here are some advantages of teaching overseas: ü Excellent salaries (sometimes tax-free) with great savings potential ü Annual flights home (provided by most schools) ü Free accommodations (utilities paid) with worldwide insurance benefits available at most schools ü Ability to teach in English - no foreign language necessary ü Small class sizes ü High demand for American teachers in all subject areas and grade levels ü High demand for newly-graduated teachers and experienced teachers ü International experience and opportunity to broaden your professional (and personal) profile ü Chance to become part of exciting teams of energetic, committed, innovative and creative educators ü Cultural experiences of which most only dream ü 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. ü Include personal references on a CV. While resumes often omit this section, and references are submitted only if a potential

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ü Create “folders” on your computer so you can easily access important files and documents. Create folders for: • Scanned copies of past evaluations • Reference letters including referee contact information • Digital copies of your passport, passport photos • CV, including personal statement and cover letter(s) • Copies of transcripts, teaching licenses, etc. ü Do your homework. Study different regions with an open mind and discover where you would like to work and live. ü Create a checklist of things that are important to you both personally and professionally. ü Create a Skype account and post a professional picture to your account.

Zoom is the most common way to interview for an international teaching position. Virtual interviews are standard. Make sure to practice with the application beforehand. Refer to the articles on video interviews on pages 58 and 63 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 firstyear 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. ctivate Commitment: This transaction is made within ourselves A 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.

djust Expectations: Expectations are made in preparation for A 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. rioritize Goals: To keep expectations positive and realistic, set Psmall, goals that create opportunities for success. Formulate a set of attainable goals to gain confidence. Building self-assurance provides the incentive to set more goals and attempt new experiences.

International Resources Council on International Educational Exchange: www.ciee.org/teach Department of Defense Education Activity: https://www.dodea.edu/Offices/HR/index.cfm

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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

Identity: How we think about ourselves has much to Tmayranspose do with our successful adaptation to change. The physical body 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

Advice from Educators Who Made the Switch to Virtual John Rollack Human Resources Manager, Proximity Learning, Texas

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ducators love students, teaching, and have a passion for building knowledge. However, some teachers today are looking for more flexibility in their careers. Although reluctant to leave traditional brick-and-mortar schools, more are doing just that to try to gain flexibility. There is an alternative though. Online instruction allows faculty the ability to interact with students and continue to work in a field they love with more job-related flexibility.

Those who make this shift may find the best of both worlds in virtual schools. Teaching from home and creating a schedule that works with their lifestyles provides the flexibility and freedom some teachers crave. Organizations such as Proximity Learning offers teachers careers in this growing field. As virtual instructors, teachers live stream instruction daily while benefiting from interactions with students as they deliver engaging lesson plans. In fact, online teachers get to know students on a personal level similar to those in traditional classrooms. Certified virtual teacher Maricarmen Perez Torres describers her new work-life balance as “magical.” Since she left brickand-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 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 learning 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 online teachers with other successful ones. 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 transitional 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 helps to reduce stress. Strategically placed vacation days can also be invaluable.

Caring for their own mental health will help the new professional be the best teacher they can be.

Options exist for those that are passionate about teaching but need to leave the traditional school space. Virtual teaching is a nice happy medium to provide a teacher with more flexibility while continuing to do what they love.

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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: 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. ü The terms of an open contract may differ from district to district. ü Ensure you understand the details of each open contract, such as if you have a voice in the decision regarding your building placement. 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.

Contracts: Considerations, Comparisons, and Concerns Dr. Dawn S. Jones Senior Assistant Director (retired), Career Services, Northern Illinois University

You’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.

Exploring Employment

Accepting a Teaching Position

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.

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.)

Insurance ü Name and type of plan ü Areas of coverage - e.g. medical, psychological, dental, life, disability, vision ü Cost to employee (amount withdrawn from paycheck) üOptions to add family members to the policy 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) üAllowance for personal days/emergency leave days üSab-

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.

batical 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 üConditions 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.

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You’ve Been Offered the Job, Now What? Factors to Consider Before Accepting a Teaching Position Dr. Daniel W Hartman Assistant Superintendent, South Western School District, Hanover, Pennsylvania

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he pursuit of a teaching position can be an exciting yet formidable task. Entering a new career is a major life decision that has implications for an individual’s personal and family life. Once a candidate is offered a position with a school, it is often expected that they decide whether or not to accept the offer within a short period of time (48-72 hours is typical). The daunting task of deciding whether or not to accept a job offer can become even more complicated when a candidate has multiple offers or prospects on the table for a potential career landing spot. The current educator workforce climate is favorable for job seekers. According to the U.S. Department of Education, between 2010 and 2018, enrollment in teacher preparation programs was down 35% nationally, with 45 of 50 states reporting a decrease in enrollment in teacher preparation programs. Many states are also facing an aging educator workforce. This current landscape makes it highly probable that many candidates will have multiple job offers that they have to decide between, especially for those who hold certifications in the most difficult to fill subject areas such as Special Education and STEM-related content areas. When faced with the difficult decision of choosing between multiple job offers, or even a single offer, it would be prudent to consider the following factors: • School Culture and Climate: All school districts, and even individual schools within a district, have their unique cultures. It is important to consider whether a school’s culture promotes a positive learning environment and climate where you feel you can learn and grow as a professional, and that the school’s values are consistent with your core beliefs about teaching and learning. Reviewing a school or district’s Vision, Mission, and Values Statements as well as their goals and strategic plans can provide valuable insights into the culture of the organization. Often these documents, as well as other information can provide a glimmer into the culture and climate of the school, are readily available on the school’s or district’s website. If possible, it would also be beneficial to talk with current staff members or former staff members about the learning environment and professional culture of the school.

• Assignment and Responsibilities: Depending on the school district offering employment, the potential candidate may or may not be aware of the specific assignment and job responsibilities of the position they have been offered. Some districts, especially larger school systems, offer ‘Open Contracts’, which guarantee a position, although the specific assignment (school, grade level, subject/ course) has not yet been determined. Conversely, some districts may provide more specificity as to the teaching assignment at the time of hire. Regardless of the teaching assignment, almost all teaching positions require responsibilities beyond providing instruction. Reviewing district policies and the Collective Bargaining Agreement (CBA) or other contracts prior to accepting a position in order to have a clear picture of additional responsibilities such as evening obligations, coverages, and other duties is also recommended.

• Location: Am I willing to relocate for a position? How far am I willing to commute for a position? What type of community (rural, urban, or suburban) do I want to work in? These are all critical geographical-related questions job-seekers should ask themselves when considering a position. Considering whether a longer commute for higher pay is worth it, or whether a shorter commute is more beneficial even if it means accepting a position in a school where the teaching assignment may not be as favorable, are the types of dilemmas individuals have to grapple with when making a career decision.

• Money Is Important, but Consider Total Compensation: Prior to accepting a new position, considering the starting salary is a natural and necessary step. However, job seekers should be cautioned to look beyond the mere starting salary and to consider the total compensation package that is offered. For example, consider the following scenario comparing two districts’ starting salaries along with health care benefits: Although the starting salary for a new teacher is higher for District B, unless the individual employee is opting out of insurance benefits the total compensation for a new teacher would actually be more favorable with District A after employee premium rates and district contributions to the teacher’s Health Savings Account (HSA) are taken into account.

District A District B Although this example only considers additional total compensation relating to health benefits, Starting Salary (1st Year Teacher) $50,000 $52,000 job seekers should also consider additional fringe Individual Insurance Plan Monthly $865- Individual $865- Individual benefits that may be a part of a district’s comPremium $2,890- Family Plan $2,890- Family Plan pensation package, including tuition reimburse0% 0% Employee Premium Share ment, life insurance, paid time off, and other (Employee pays $0 towards (Employee pays $1,557 towards premium for indivdual or premium for indivdual or $5,202 incentives. Furthermore, understanding the family plan family plan upward movement of a district’s salary schedule over time is valuable. Just because one district School District Annual Health Saving $1,000-Individual $500-Individual $2,000- Family Plan $1,000- Family Plan may pay more in year one than another district, Account (HSA Contribution this may not be the case in year five, ten, fifteen, Insurance Opt-Out Incentive $1,800 $1,800 etc.

Total Compensation to Employee If Opting- $51,800 If Opting- $53,800 Final Thoughts

When Factoring

On Individual Plan- $51,000

On Individual Plan- $50,943

Deciding to accept a new job offer is a momentous and consequential decision that shouldn’t be taken lightly. Job-seekers have to prioritize and weigh many different factors that will not only impact the trajectory of their career but their overall quality of life. It is important to keep in mind that accepting a job offer is a pragmatic decision that involves making the best decision from the options that are currently available, but the ideal or perfect opportunity may not exist. Job-seekers can increase their likelihood of securing a position that leads to professional satisfaction and personal happiness by doing their due diligence in learning about their potential new workplace and considering all of the many factors that will allow them to learn, grow, and flourish as a professional educator.

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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 Additional questions that discerning job seekers ask themselves about the financial implications of an emmany factors to consider before accepting an employployment offer include: ment offer. Teachers are often less focused on salary than on the primary considerations of grade level, subject area, ü Do I intend to (and can I afford to) live in the community number of preparations, or school location. Beginning teachwhere I work? ers, often seeking their first “real” jobs, may not realize that ü How far am I willing to commute to work? ü How will salaries can vary significantly from state-to-state and from district-to-district, as well as between public, private, and charter the distance of my commute impact me schools. It is important for teachers to become informed about financially? how salaries are calculated and how benefits and incentives, ü Does the position provide tuition assistance or reimwhen combined with salary, create a total employee compenbursement if I choose to pursue a master’s, doctorsation package. ate, or National Board Certification?

Although salaries ranges can vary greatly, one commonality ü Are there no-cost or low-cost opportunities for shared by the majority of K-12 educational organizations is professional development? that, generally speaking, teacher salaries are non-negotiable. ü Will there be opportunities to supplement my income by Salaries are assigned based on pre-established salary scales. taking on extra duties like coaching or sponsoring clubs?

These scales typically take into account such factors as the teacher’s years of experience and educational level. For Accepting a first teaching job is one of the most exciting example, a fifth year teacher with a bachelor’s degree would decisions in an educator’s professional life. With conscienexpect to earn more than a first year teacher with the same tious research, informed questioning, and careful reflection, bachelor’s degree. Similarly, a fifth year teacher who holds a this decision can also be one of the smartest choices of a new master’s degree would logically anticipate earning a higher teacher’s career—instructionally, personally, professionally, salary than a fifth year teacher with a bachelor’s degree. and financially.

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.

Exploring Employment

Teacher Salaries: What to Consider When Accepting Employment Offers

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, 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.

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Exploring Employment

Eight Questions to Ask About Salary & Benefits Hannah Putman Managing Director of Research, National Council on Teacher Quality, District of Columbia

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eachers should earn a competitive salary, and there are also many aspects to consider beyond the starting salary, such as how your salary may increase in the years to come, and what benefits you’ll earn (or miss out on) along the way.

The National Council on Teacher Quality, a research and policy nonprofit, shares eight questions to consider in your job search, as well as resources to illustrate the variation among large districts across the country.

1. Which districts in my state offer the highest starting salaries?

in hard-to-staff schools. The amounts vary, with most districts offering less than $3,000 a year beyond the standard salary, while three districts pay teachers more than $10,000 annually. Many districts, including 73% of the large districts NCTQ has analyzed, pay teachers more to work in subjects where they tend to have more trouble hiring teachers, such as special education, although this additional pay is usually limited.

Also keep an eye on whether districts offer higher pay for taking on additional responsibilities (e.g., being the department chair) or earning National Board certification.

Your starting salary can vary depending on where you work.

4. Is getting a master’s degree worth it?

In an analysis of 90 large districts across the country, starting salaries for a teacher with a bachelor’s degree (adjusted for cost of Earning a master’s degree may earn you a higher salary—but living, since some regions are more expensive), range from a high won’t make you a better teacher. A wealth of research finds that of $59,539 in Corona-Norco Unified School District unless you’re a secondary math teacher getting a master’s in (CA) to a low of $35,731 in Manchester School District (NH) math, there’s no relationship between a higher degree and higher (and likely dip lower in smaller districts). Salaries can vary effectiveness in the classroom. widely, even among districts in the same state and even in the same area.

However, among 124 large districts, all but 10 (8%) pay teachers more for holding an advanced degree. This varies widely among Consider the cost of living: A lower salary may actually go a long districts, so check the salary schedule (and consider the cost of way if you’re moving where the cost of living is low. In about the program) before you bank on the pay raise. Looking at the three-quarters of large districts, new teachers can afford to rent average cost of graduate schools near 49 school districts, it takes a one-bedroom apartment. But it takes teachers an average of teachers on average about eight years to break even for paying for ten years to save enough for a down payment on a home in their a master’s degree—and in one district, teachers would never earn district—although, in 11 school districts, it could take teachers five enough to make the degree worth it. years or less.

5.Will I earn more if I’m highly effective?

2. How fast will my salary grow?

As of 2020, in nearly half of large districts, you will earn more if Consider how your pay will increase over time. As the graphic you earn a higher evaluation rating. Most commonly, a teacher’s below illustrates, some districts may have a higher starting salary annual raise will depend, at least in part, on their evaluation. In for first-year teachers but are quickly outpaced by other districts. nineteen of these districts, teachers can also earn bonuses based There are a few ways to measure salary growth. One is how long it on their evaluation (although that is sometimes contingent on will take you to reach the $75,000 mark (or another goal you have working in a hard-to-staff school). in mind). Across large districts, teachers with only a bachelor’s degree never reached the $75k point in most districts (76 out of 6. How much vacation time do I get? How much sick time? Every 90), but could reach that point in only seven years in Boston Public day you spend in the classroom means more learning for your Schools (MA). students. But there may be times you have to step away apart from the standard school breaks, or your immune system gives in to the onslaught of kid germs. Most large districts give teachers between 10-14 days of combined sick and personal leave, and policies vary for whether teachers can carry leave over into the next year.

7. Am I eligible for paid family leave?

Typically, districts follow the Family and Medical Leave Act (which offers job protection and 12 weeks of unpaid leave). Only 27 of 148 large districts offered time above FMLA or a teacher’s saved-up sick leave. Of those that offer additional time, less than half offer full pay; others offer partial pay or subtract the cost of a substitute. Also, only about half of these districts offer leave to non-birthing parents (in some cases limited to fathers) or to adoptive or foster parents.

Reprinted from: Saenz-Armstrong, P. (2021). Smart Money 2.0. Washington, D.C.: National Council on Teacher Quality.

3. What opportunities exist to increase my salary in my district?

Beyond staying in the district longer, there are a few ways that teachers, especially effective teachers, may earn more.While news of widespread teacher shortages may be ringing in your ears, shortages are often centered in harder-to-staff schools and subjects, so districts often pay teachers more to work in those schools or subjects. Among 148 large districts across the country, 66 districts offer teachers more money to work

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8. How much of my health insurance is covered? Insurance for my kids or spouse?

District coverage of employee premiums (the monthly cost of insurance) across large districts ranges from only 41% (in one district) to 100% (in 33 districts) and average about 91%. Coverage is less generous for dependents (your children or spouse), averaging about 77%.

These questions are a good place to start, although you’ll want to think long-term (what’s the retirement system look like?) and consider working conditions (how many teachers stay each year?

How much planning time will you have?) and opportunities for growth.

Exploring Employment

Summer Employment: Professionally and Financially Rewarding Brian Lux

Director Camp Sequoia, Pennsylvania & Student Teacher Supervisor, James Madison University, Virginia

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ummer employment can provide an opportunity to hone your craft, to expand your toolbox, and to connect with professionals without the pressure of high-stakes testing. Many teachers have creative ideas that don’t fit into a standard curriculum but would be excellent in a summer STEM lab, an Art Studio, or in an outdoor experiential classroom focusing on native flora and fauna. Perhaps you would enjoy working with exceptional students or finding a program that focuses on a personal educational passion that doesn’t quite fit into the 8:00-3:00 school day curriculum. Teaching a child to play guitar or how to roast a marshmallow over the fire is a great way to see the strengths of kids, especially kids that might struggle or find it harder to excel in a traditional classroom environment.

I love the opportunity to see the lightbulb light up for kids when they are in their element. Navigating social mores via strategy games like Chess or Dungeons and Dragons or being able to spend 1:1 time with kids that cannot happen within the classroom walls can be a hugely rewarding experience. Working with kids during part of the year when you aren’t teaching can have financial rewards-- while still preserving some of that all-important summer vacation time for you.

While there are many full summer options, there are also shorter four, six, or even one-week sessions available depending on the type of program.

Salaries vary as well, based upon the type of program, and can be several hundred dollars to well over $1,000/week depending on your role within the camp environment. Furthermore, many summer programs provide training and certifications that can improve your depth of knowledge and expertise. Training in Mental Health First Aid, Crisis Prevention, or collaborative work with a Camp Psychologist can yield a rewarding depth of knowledge in items like labeled praise, positive behavior management, and more to bring your classroom skills to the next level.

Ten Reasons for Teachers to Work at a Summer Camp: ü Explore a different part of the county ü Paid travel ü Free Housing ü Free Meals ü Sharpen your professional skills by working with kids in a different setting. ü Collaborate with other professionals ü Earn a salary ü Focus on the best parts of working with kids ü Try new approaches ü Earn New Certifications

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Navigating Your First Year of Teaching

5 Tips for a Successful First Year Dr. Katie Leckenby & Dr. Anne Rose Slippery Rocky University, Pennsylvania

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hen starting any new job, there is a wide range of emotions— excitement, anticipation, and, sometimes, nervousness and fear.

When you start your new teaching job, you may be excited to meet your students and set up your classroom. You may also be feeling overwhelmed and wondering where to start. Below are five tips to ensure your first year goes a little smoother.

1. Introduce yourself to everyone Make sure to introduce yourself to everyone—teachers, paraeducators, administrators, office staff, custodial staff, cafeteria staff, and so forth. Of course, you will not remember everyone right away and it will take time, but they will remember you, which leads to the next tip...

2. Be approachable to students and staff We’ve all heard the saying, “You get more bees with honey.”

You will earn a positive reputation by being approachable to everyone in the building. Saying “hello,” “good morning,” and “Happy Wednesday!” can have a huge impact. Complimenting someone’s shoes or bulletin board can set a positive tone for the school environment.

3. Set realistic goals As a teacher, you may be a person who thrives on making lists and crossing off tasks as you accomplish them. Make sure to give yourself grace, especially during your first year. Set realistic goals for your students and especially for yourself. Unexpected incidents may arise that cause the best-laid plans to go astray. You may not get everything checked off your list, and that is ok! Keep putting one foot in front of the other, and you will see progress over time.

4. Failing to Plan is Planning to Fail Staying organized will make your first year run smoothly. Pick a day/ time to write your lesson plans for the week. Don’t forget to make a binder for substitutes (we recommend copying all of the school documents given to you during the first week of in-service training and adding them to your sub binder). Also, do not forget —emergencies happen. You wake up and your throat is on fire, your car will not start, or you have a pet that needs emergency treatment. The last thing you want to worry about is having to sit down and write out plans for your substitute. We highly recommend making ‘Emergency Folders.’ Each folder should have enough materials to get a substitute teacher through an entire day. Make sure to design these plans so that there is no need for grade-level background knowledge. You will rest easier knowing that you can tell the sub to use ‘Emergency Binder #1’ and take care of yourself.

3. Avoid Burnout We all know that self-care is important, but many times it can feel like another item added to the to-do list. It is helpful for both you and your students if you incorporate self-care strategies into your daily classroom routine. Gratitude journaling has been proven to strengthen immune functioning, increase resilience, and cause individuals to be less reactive to stress (Hanson & Mendius, 2009). At the start and/or end of the day, have students list or draw a picture of 3-5 things they are grateful for. The Calm App also has free and easy-to-use resources for teachers to use with students and outside the classroom. Weaving mindfulness practices into your daily classroom routine will benefit you and your students.

Remember, no one is perfect—everyone must start somewhere.

All teachers, no matter how long they have been in the profession, have days where they feel overwhelmed. Rome was not built in a day. Keep putting one foot in front of the other and look for progress over perfection!

References: Hanson, R., & Mendius, R. (2009). Buddha’s brain: The practical neuroscience of happiness, love & wisdom. Oakland, CA: New Harbinger Publications.

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Navigating Your first Year of Teaching

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or first year teachers, it is critical that they focus on their health and wellbeing daily as well as their mental health.

First year teachers would be wise to use their mental health days, take the flu shot, and the COVID shots to stay mentally and physically healthy. Find time to go out with your friends, and colleagues to talk about mutual ideas and problems. It is important to build a strong immune system by exercising and doing things you enjoy outside of the classroom. First year teachers and seasoned ones need to be healthy to be a good teacher.

Dealing with so many Personalities Every Single Day In the teaching profession we are trained on methodology, theory, and, of course, pedagogy, but as a neophyte teacher, it can be difficult to manage the entire classroom without losing your cool. The only thing that helps with dealing with a variety of dispositions is time and experience. In other words, you will learn to address only the necessary battles and to stay on task with your curriculum with minimum interruptions. Set clear, reasonable expectations that communicate consistency and high standards. Learn to master the necessary battles, and dismiss things that are not important.

Be the Adult in the Classroom Here is what we must remember: You oversee the entire classroom, and only you will have to make critical decisions in a timely manner at any given time. We have heard of so many teachers having to protect their students from gun fire. We also will have to learn to refrain from laughing if a student asks something ridiculous –it could become a major life changer to promote a student being bullied. The way that you respond to something quite left-field could be major for how a student is treated by his peers. Children are bullied for the smallest things including having a funny name. Learn to counteract bullying, and do not allow it in your classroom.

Always address the elephants in the room and refrain from allowing students to make other students feel less than in class.

recitals, sport games, and community church. Try things that excite your students by listening to what they are excited about. Love your students, but treat them individually based upon their needs from you. You will get to know the students better and watch them mature and develop leadership skills, particularly if you see them in a different environment. It also provides another conversation opener to talk to the students.

Set Classroom Expectations and Rules Establish a vision and stick to it, even in little things like the right heading at the top of the paper. Expect the best of all your students. Set high expectations for the students from the first day. Even if it means taking extra time for some students, high expectations and high results matter. If you show the ultimate respect for your students, the behavior modeled should become reciprocal. As the adult in the classroom, stay true to yourself by being fair and cognizant of each student’s learning style. Provide differentiated instruction to meet the needs of every student in your class. Provide an inclusive and equitable classroom by including materials and stories that relate to each student. Review the rules daily and allow them to add new rules or policies as needed.

Navigating Your First Year of Teaching

Dr. Sharon M. Hunter

Use Your Planning Time Wisely Most teachers are afforded a time in the day to use for planning. Make use of this time to do just that rather than using it as a period to waste time. This is the time to work on your lesson plans, manage your grades, write personal notes to the students, leave warm and fuzzy personal messages to their parents about their child, or leave a voice message for them about something good you observed. Sharing a positive story about something observed provides insight into their child’s gifts and talents. In doing so, the child will feel good about hearing something good about themselves.

In a nutshell, as a first year teacher learn to stay healthy, fair, open minded, and willing to learn. Treat each other with love and kindness, praise your students, stay focused, and be of good character. Remember your students are watching every move you make every year, and they may become teachers because of YOU!!!

Preparation! Preparation! Preparation!

Even though you have prepared for several months, the one thing you did not prepare for can happen. Prepare two hours for every hour of actual teaching. The day will go faster than you expect. You need to avoid the dreaded 15 minutes at the end when you will be asking yourself, “What do I do now?”

You must be very organized. Five minutes of unorganized time can lead to chaos. Prepare, but then again be prepared to wing it if that’s what it takes. This is when your experience pays off by always having an exit ticket (end of class review) if a lag occurs to counteract any disruptions that occur when students are not engaged.

Build Relationships with the Students My advice is to develop rapport with the students, learn their names to adapt to hit it off with the students you need to reach. Beyond the curriculum, share a humbling lesson about yourself and learn to use humor. There is nothing wrong with sharing a vulnerable learning experience that changed your life to pose yourself as being human and real. Do not be afraid to get down and dirty; do what they’re doing, and work when they are working. Keep a written list of what needs to be changed for next year. Remember to attend their 85 American Association for Employment in Education

Navigating Your First Year of Teaching

Advice for Incoming Teachers from a Veteran Educator 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 first-hand lessons from our mistakes, our successes, and our experiences in the field.

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.

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 There are many things I can share about this profession called is necessary at all levels. Build positive relationships with teaching, a profession I was born to do and have grown to your students and their parents, and don’t be afraid to let love. A few of the lessons and practices that have worked for them know a part of you. Not a part that’s too personal, but me are persistence, amnesia, life-long learning, and building a part of you that lets them know that you are human. Get positive relationships. to know students not just academically, but personally and If you are an educator, or thinking about entering the educa- socially. Attend their school events and activities. Show them tion field, you love kids. But loving children won’t be enough that you care. You are responsible for cultivating an atmosphere of trust, and the way to build trust is through positive 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 relationships. 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 There will be days in your career when you will be jumping where they feel safe and nurtured. It’s a drive that forces you with excitement and love your job. There will also be frustratto see the best version of every student you come in contact ing days when you ask yourself, “Is this job for me.” There is no script for teaching, and no two days are the same because with, even when they don’t see it in themselves. teaching is important, teaching is changing, and teaching is hard. Be flexible. Embrace conflicts as learning opportunities.

Laugh often. Stay focused. Positively impact the lives of your Amnesia students!

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 On behalf of educators everywhere, Good Luck! 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.

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 gossip and negativity, maintain a laser-like focus on meeting the needs of your students.

86 American Association for Employment in Education

Dr. Dana Iera

Dr. Ashlea Rineer-Hershey

School Psychologist, Plum Borough School District, Pennsylvania

Director of Special Education, Plum Borough School District, 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 failed to provide the support that many teachers need to feel successful. The return back to campus, in many instances, was also very stressful with a lot of uncertainties.

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.

Navigating Your First Year of Teaching

Effective Stress Management for Educators

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 Whether you are back to being on campus on continuing your profession virtually, connecting with colleagues for collaboration is important. 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.

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Navigating Your First Year of Teaching

What I Did as a First-Year Teacher Dr. P. Andrade Cervantes PhD. Ed.

School Day Routines

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wanted to empower my students and minimize my work before and after each school day, so I established classroom routines by the end of the first week of school. In my classroom, all materials were common property, and everyone had a job. This minimized the conflict of students taking or using each other’s classroom supplies. I made sure to communicate this to the parents. I learned very quickly that my students were able to take full responsibility for their classroom and were very proud of it.

This was the setup in my classroom: on average I had 20 to 25 students, so I either had tables/groups of four or five students based on the size of the class. Each table or group would have a basket for materials. The basket would have erasers, glue sticks, and scissors, one per student in the group, twice as many pencils as the number of students in the group, two glue bottles, a box of markers, and one box of crayons. I was fortunate to be able to rescue a number of working pencil sharpeners, so I always had five or six pencil sharpening stations. However, they could only be used before and after school.

This is where the student jobs come in. During in-service week, I created a list of seven jobs with descriptions which I printed poster size and laminated. It was pinned next to the whiteboard.

The jobs, descriptions, and criteria: Jobs/Title

Criteria

Description

Classroom Supervisor (CS)

Must be able ot complete al personal class work on time; guarantee to complete al homework on time; be on time for school with no behavior issues; and be wiling ot help classmates learn.

Must be able to identify classroom issues, listen to classmates’ issues, and report them to the teacher; be able to monitor the classroom, and make sure everyone is doing their jobs quietly when the teacher si busy with groups; and must be able to do his or her class work independently.

Assistant Classroom Super- Same as CS visor (ACS) Clasroom Librarians (CLs)

Be able to keep al personal items wel organized and Maintain al books organized ni their proper place. Identimust be able to work fast when organizing books; be fy damaged books and notify the teacher. Tasks must be able ot complete al personal clas work ta least ten min- done before class starts or during the last ten utes before the end of hte school day; be knowledge- minutes of school before dismissal. able about different types of books and how to keep them from being damaged.

Classroom Messengers and Must be very responsible, trustworthy, and reliable Line Supervisors (CM & LS) independent workers.

Will deliver messages outside the classroom and accompany il students to the nurse’s office; also monitor hte student line when class si walking ot and from special sessions (i.e., art, music etc.), lunch, recess, or any other activity outside the classroom. Wil report any issues ot CS or the teacher.

Table Manager (TM)

Be able to maintain order ni the table group, make sure Must be wel organized and able ot complete his/her own class work on time, wiling ot help others learn and ll members do their work and keep their personal items complete their work, and be congenial and cooperative. organized, and report any table group issues to the CS or teacher.

Table Materials Manager (TMM)

Must be dependable and knowledgeable about what the table members need to successfully do their classwork every day, work collaboratively with others, and be na example to other students with their organization.

Table Pencil Sharpener (TPS) Very responsible and trustworthy; be able to complete all personal class work at least ten minutes before the end of the school day; be at school on time; and be knowledgeable on how to sharpen pencils.

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Assist CS and take over when CS is absent.

Wil ensure that table group members have access to al needed materials, know when to request additional materials for the table from the CS or teacher, and substitute TPS when he/she is absent.

Will sharpen al pencils needing sharpening at their ssigned table before class starts every day or ten minutes before dismissal; request new pencils from TMM or teacher when needed; substitute for the TMM when he or she is absent.

All jobs were assigned by me for the first two weeks. After that, the class selected the CS, ACS, four CL, and two CM & LSs, and each table selected their TM, TMM, TPS. All I really had to do was prepare activities and lessons for them to learn because they took care of everything else and did so very efficiently.

American Association for Employment in Education

Dr. Judi Vanderhaar Educational Consultant, Kentucky Department of Education

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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 second-guess 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

Dr. Marco Munoz WHuman Resources/Teacher Retention, Jefferson County Public Schools,Kentucky

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.

Navigating Your First Year of

The Self-Care Imperative for Teachers: Work-Life Balance Matters for a Long, Successful Career

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 well-being 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.

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Navigating Your First Year of Teaching References: 2020 Impact Kentucky Working Conditions (2020). Kentucky Department of Education.

Retrieved from: https://www.impactky.org/ 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-rateon-record-11545993052 Empirically Derived Profiles of Teacher Stress, Burnout, Self-Efficacy, and Coping and Associated Student Outcomes (2017). Keith C. Herman, PhD, Jal’et HickmonRosa, 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

compassion.org/category/exercises/#exercises

Professional Quality of Life Measure (2012). Retrieved from: https://proqol.org/ ProQol_Test.html Self-Care Wheel (2015). Olga Phoenix. Retrieved from: http://olgaphoenix.com/selfcare-wheel/ 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_source=Center+for+Healthy+Minds&utm_campaign=892f90c8ffMAILCHIMP_KindnessCards_DONOR_COPY_01&utm_medium=email&utm_ term=0_cce2315563-892f90c8ff-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.

Test how self-compassionate you are (2021). Retrieved from: https://self-compassion. org/test-how-self-compassionate-you-are/

Practice Brief #4. TREP Project. Retrieved from: http://docs.wixstatic.com/ugd/ fc6e 9a_7e863bbcdfff4e65b686f392f45c4c8d.pdf

Self-Compassion Guided Meditations and Exercises (2021). Retrieved from: https://self-

Virtual Check-In / ‘Temperature Check’ (2021). Retrieved from: https://docs.google.

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Tracy Elmore-Lee

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eachers are one of the most valuable assets of a school district. Unfortunately, retaining teachers has become a challenge for many district leaders. Teacher burnout is said to be one of the main contributors to teacher attrition.

What is Teacher Burnout?

Burnout can be described as a syndrome of physical, spiritual, and mental exhaustion in which the worker becomes negative toward those with whom he or she works and develops a negative sense of self-worth. Burnout may occur more commonly among teachers because of the isolation and alienation that occur in the profession.

Excessive paperwork, a lack of administrative support, role conflict, and unclear expectations also contribute to burnout among teachers. Below you will find a few techniques that may help prevent novice teacher burnout.

Burnout Prevention Tips 1. Job Expectation

Most districts are providing novice teachers with mentors for the first few years of teaching. Teachers can be well prepared academically, but there are some aspects of teaching that must be learned on the job. Thus, where an effective mentor comes into play. Working with a mentor that’s skilled in your specialty area, that’s supportive, that’s not intimidated about knowledge-sharing, and who will take the time to mentor you, can prove to be very beneficial to your teaching career.

7. Resilience Developing resilience may take some nurturing and support from peers, leaders, and outside stakeholders, but over time resilience will have a significant impact on the success of your teaching career. The ability of a teacher to renew their strength and spirit expediently, after adversity or some form of disappointment, requires resiliency.

Conclusion The teaching profession can be a rewarding career, and many teachers enter the field to make a lasting impression on students; however, we cannot ignore the teacher attrition rate and its main contributor, teacher burnout.

By knowing the components of burnout and intentionally applying these prevention tips, novice teachers could have a more sustainable and high-quality teaching career.

Navigating Your First Year of Teaching

Novice Teacher Burnout Prevention Techniques

Teachers enter the profession with excitement and a desire to make a significant impact on students while contributing to the improvement of the educational system.

Though these are very commendable expectations, it is recommended that in-service/novice teachers entering the teaching field set obtainable goals for themselves and their students; allow themselves time to become acclimated with the learning culture of the school; research the environment of the school in which you desire to become a teacher; and request your student teaching at a school that is similar to your preferred school.

2. Job Satisfaction Job satisfaction is imperative to sustaining and becoming highly qualified in your teaching career. Focus on intrinsic and extrinsic motivators that will keep you engaged and highly enthusiastic about your career choice.

3. Collaboration Teacher Collaboration affords one the opportunity to gain access to different ideas, which could spark new and innovative content material. Teacher collaboration can also help build teams, learning communities in your specialty area, and a supportive teaching environment where synergy is created.

4. Communication Open communication promotes a healthy working environment. It unlocks the door to open dialog among peers and leaders. Communicate any issues, don’t be afraid to ask for help, and most importantly, do not make assumptions. If you do not know, just honestly say so.

5. Professional Development Training Request specific professional development training that relates to your specialty area and in areas that you feel you are most deficient; allow yourself to be open to guidance/ training from new and, especially, seasoned teachers; never pass up the opportunity to learn something new.

6. Mentorship

91 American Association for Employment in Education

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.

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.

92 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 mentor-mentee 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/

Dr. Katie Leckenby Slippery Rock University

As you begin your teaching career, you will find yourself collaborating with many individuals such as parents, teachers, administrators, related service providers, and school counselors. One group of individuals that you may be interacting with daily are paraeducators. Working with paraeducators can be a huge part of any teacher’s job, however, this area often receives the least amount of coverage in your teacher preparation coursework.

Here are 5 tips for working effectively with paraeducators: 1. Define Roles and Responsibilities Before the school year starts, it is important to have a discussion with the paraeducator/s as to what their role will be in the classroom. Does the paraeducator have a schedule that outlines their day? Will the paraeducator work with one, some, or all students? Will the paraeducator move throughout your classroom or remain seated during instruction? Discuss roles and responsibilities to avoid any unnecessary frustrations.

important to take the necessary steps to address the conflict within a respectful process. Becoming a team requires communication, valued membership, respect, a common goal, open-mindedness, cooperation, and (perhaps most importantly) a sense of humor.

NOTES

Navigating Your First Year of Teaching

Tips for Working with Paraeducators

2. Communicate Clearly As a teacher, we may not always think about everything we need to communicate about because we automatically do it day in and day out. We may take for granted or assume that a paraeducator will just “know” the inner-workings of our classroom. It is important to communicate regarding classroom routines, rules, individual student progress or behaviors, individual or class wide behavior management plans, emergency procedures, etc. Do students need to sign out to go to the restroom? Are you engaging in planned ignoring of a student’s behavior? Take time to think about what occurs on a daily basis in your classroom and share this information with the paraeducator/s.

3. Learn to Delegate As a new teacher, we may feel like we need to do everything to prove ourselves worthy of our position. Don’t be afraid to ask for help and delegate tasks. Consider having your paraeducator weigh in on classroom organization or have them as an active part of your classroom management plan. Think about ways to engage the paraeducator in the daily routine and tasks, so they are truly a part of the classroom environment.

4. Depersonalize Situations When issues do occur - and they will - make sure to avoid negative comments that may hurt an individual’s character.

Let the paraeducator know that their views are important and keep all interactions positive. Engage in active listening techniques such as restating major points of the conversation and working towards positive solutions.

5. Take on a ‘We’ Mentality Emphasize a shared goal (you are all there to see your students be successful) and remember your ‘why.’ View the classroom and situations through a shared lens of, “How can we improve this/What can we do to help this student/ How can we fix this?”

Remember, like any solid relationship, it takes time to build trust and develop communication skills. Even in the most effective teams, problems can arise. Many paraeducators do not come from a background in teacher education. It is 93 American Association for Employment in Education

Navigating Your First Year of Teaching

Top 5 Mistakes New Teachers Make During the First Week of School 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 second-year teachers. Through this work, I have found that there are a few mistakes that nearly every teacher makes.

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.

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.

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Confusing compliance with learning: 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 -

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.

ences 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.

Navigating Your First Year of Teaching

Building Positive Parent Rapport

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.

Maximize Parent-Teacher Conferences If you have used these strategies effectively, parent teacher confer-

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Navigating Your First Year of Teaching

I’m Being Watched! Navigating the Beginning Teacher Evaluation Process Job Search Handbook Committee

he transition from education major to student teacher to ultimately investing in their students.

Tclasses, beginning teacher can feel like a whirlwind. The hours of projects, and practice lesson plans are now behind Putting observations and evaluations into proper perspecyou. As a beginning teacher (BT) you find yourself face-toface 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.

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 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

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tive 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!

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.

Kaycee Rogers

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ave you considered teaching in a rural school community? Many new teachers hold misconceptions about teaching in rural communities, but the truth is rural teaching might not be what you think. Read on to learn about the reality of teaching rural.

M

yth #1: Rural communities are not diverse.

Fact: Rural communities are growing in terms of demographic change. According to the 2020 census, most rural communities’ population of color increased by 3.5%. There is linguistic diversity too, Spanish speakers are the fastest growing population in rural settings.

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yth #2: There’s nothing to do in rural communities.

Fact: Rural communities offer many opportunities for enjoyment outside of the school day, including community theater, live music, and arts installations.

Many rural communities are situated in beautiful natural areas, offering access to parks and outdoor recreation. Often the school serves as a community hub, so the activities are brought right to your classroom door.

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yth #3: Rural teaching is boring.

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yth #4: Rural communities aren’t welcoming.

local newspaper or community newsletter, and community connections are easily developed.

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yth #5: Rural schools don’t pay well.

Fact: Housing, transportation, and childcare are often more affordable in rural communities. In addition, some rural schools may help you qualify for loan forgiveness due to teacher shortage areas or socioeconomic student status. In the current teacher shortage, rural districts, like their suburban/rural counterparts, may offer signing bonuses to new teachers.

For more information on rural teaching, check out the Teach Rural Job Board, The Proud Rural Teacher podcast, or go to the Rural Schools Collaborative website.

Navigating Your First Year of Teaching

Mythbusting Misconceptions about Rural Teaching

Kaycee Rogers is a Teaching Faculty member at UW Madison in the Secondary Education. program.

Fact: Rural school districts are committed to creativity and are small enough to be agile when making changes. Many rural schools have mobile skills labs, internships, and incubator programs that allow teachers and students to creatively explore real-word applications of their curriculum. There are also grants specifically for rural teachers to enact exciting place-based educational initiatives.

Fact: Rural communities depend on newcomers and transplants in order to grow and thrive. They often have robust opportunities to get involved at the community level with clubs, sports, and other organizations. New teachers are introduced in the

What inspired you to become a teacher? What first “teacher moments” are most memorable?

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Navigating Your First Year of Teaching

The Effective Teacher in the Foreign Language Classroom Toni Stillman President and Founder, Seedtime Multilingual, Inc.

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he one word that serves as a catalyst for doubting one’s own language teaching ability is “effectiveness.” A chilling reality for the early-career language teacher is that we sense an uncertainty when launched into the throws of the classroom for the first time, or even the fifth time. It is reasonable to believe that experienced teachers may also question their own effectiveness, long after they’ve reached the “experienced-teacher comfort zone.” What is it about language teaching ability that distinguishes a highly effective teacher from a best-in-class mediocre professional?

As a recent graduate student, achieving a Master of Arts in Foreign Language Teaching, I discovered one of the most potent cures for the lack-of-effectiveness bug. It is an innovative strategy, which I coined a pseudonym, PPFSL-2. The Proper Preparation for Student Learning in two domains. PPFSL-2 stands out as a model cure for strengthening weak teaching strategies and yielding effective language learning experiences. What does PPFSL-2 consist of? How can I make use of it in my classroom? According to the TELL Project (Teacher Effective-ness for Language Learning, Framework), preparation must occur in the two domains of Environment and Planning.

Environment Supportive learning environments are paramount to teacher effectiveness. To create a safe and supportive learning environment, teacher preparation must be intentional. Conscientiously building relationships with students is included in preparing a safe and supportive learning environment. This is compatible with healthy and happy classroom interaction. I know what you’re thinking, the words “healthy and happy,” in most recent recollection, are rarely associated with classroom environments. It is not uncommon for teachers to associate their classroom environments with terms like apathy and anxiety; both of which can kill a teacher’s effectiveness.

First, to create a safe and supportive learning environment that prepares the student to learn, gather official background information about your students. Teachers should regularly conduct foreign language-level assessments to set realistic learning expectations.

Furthermore, we can also conduct a cultural awareness survey to guide our understanding of student identity and interculturality.

These tools will help build positive relationships to support learning.

Secondly, promote equity by supporting diverse opinions, without feeling pressure to conform, disagree, or agree with student opinions. Instead of viewing diversity, equity, and inclusion (DEI) as a circus tight wire, focus our learning environment on attitudes about learning, rather than attitudes about personal identity. Set rules, routines, and procedures that focus on creating and identifying exceptional language learners will foster an inclusive environment.

Convey the message that all students can learn a world language and consistently allow for different learning styles in supporting use of the target language.

Planning How does planning fit into enabling or disabling teacher effectiveness? The obvious causes of ineffective teaching are namely: not enough foreign language teachers, discipline issues, lack of funding, government mandates, student attendance, lack of parental guidance, low-socioeconomic status, and so forth. These societal ills are out of the control of all teachers. What is in our control are planned, standards-based, lessons, and lesson planning. Implementing standards-based units of learning that meet the student’s age and language proficiency level can yield long-term effectiveness in student learning outcomes. As teachers, we have to

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determine vocabulary and structures that will prepare our learners to meet and advance beyond the performance objectives of the lesson units. Ask these questions: • Does the lesson relate to my students’ interests?

• Does the lesson address specific learning styles?

• Did I include learning resources that address the difficulties of slower learners and accommodate challenges for faster learners?

Teacher effectiveness in the foreign language classroom is not mutually exclusive. This means that all students can benefit from effective teaching in various disciplines. Moreover, for world language teachers (alias, foreign language teachers), we face a formidable foe in conquering ineffectiveness. It can be contagious, where symptoms of apathy and anxiety become the experiences of our students; unless we inject the cure in ourselves and extend the benefits to them.

The innovative strategy, my synonym, PPFSL-2, is Proper Preparation For Student Learning in Two Domains. It has shown a high degree of efficacy as a model cure for yielding effective language learning experiences. To protect against teaching ineffectiveness, become a highly effective world language teacher. Let the healing begin.

NOTES

Claire Gough English-Language Arts Teacher, Chapel Hill-Carrboro City Schools, North Carolina

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will never forget the feeling of waiting for the first bell on precious insights and help to establish positive relationships my first day of teaching. With coffee in hand, a slideshow with parents. prepped, and “Welcome to 8th Grade ELA” written across the ü Create a learning space: Be thoughtful about setting up board, I stood at my door brimming with eager anticipation your classroom. You will spend countless hours of your feeling I was as prepared as I could ever be, yet still feeling life within those walls; create a space that is inviting, totally inadequate for what lay ahead. The list of “what ifs” inspiring, and comfortable for you and your students. streaming through my head was daunting, and I quickly realConsider how students will engage with the space and ized that suddenly I was the only adult, the sole authority in how the physical layout of your room will support and the room. encourage their learning, wonderings, and exploration.

Like many first year teachers, I share the sentiment that Does the learning environment make them feel wel“you’ll never be fully ready, because you have to learn by comed? Do they see themselves represented within the doing.” No matter how much you read, role play, or theorize, classroom? Is it a safe space where they can fail forward? and regardless of the quality of your student teaching experience, much of what must be learned about being a teacher ü Consistency: At times, the first year of teaching may feel chaotic. Responding to behavioral difficulties and concan only come from teaching. Making quick decisions, fielding cerned parents can be overwhelming. To alleviate some questions from students, teaching a lesson that completely of the pressures that you feel, embrace the phrase, “I flops-- these are the moments that sharpen you as an educawill get back to you.” Seek guidance from your peers on tor. Much like what we ask of our students, sometimes you the best ways to respond, continue with your established just have to try your best, learn from your failures, then try procedures, and circle back with parents with confident again. and accurate responses to their questions. It is okay Looking back on my first year, things I learned from my colto buy yourself the time you need to ensure that your leagues or from my own failures proved to be invaluable expeclassroom management plan and your communications riences that have immeasurably impacted my life as a teacher. are consistent with school policies. Students and families Many of these lessons centered around the categories below, appreciate predictability, consistency, and honesty. and while the suggestions below are far from exhaustive, they Reflect, Revise, Repeat: During your first year of teaching, have the potential to make your teaching more manageable take time to reflect on your practices. If students are not and more enjoyable. Teaching is fun! grasping content, consider what may be creating barriers for ü Self Care: As teachers our jobs extend far beyond teaching them. Take risks. Incorporate students’ cultures and interests the curriculum. We are managers, counselors, nurses, etc. into your lessons. Make your content and teaching examples All of these jobs within a job can take an emotional, men- applicable to students’ lives outside the classroom. Try sometal, and physical toll. As a first year teacher it is imperative thing new. Ask questions. Teachers should always be the lead that you pay attention to the importance of self care. learners in their classrooms.

Model healthy coping strategies in the midst of stressful situations. Learn to balance work and fun. Burnout is nor- Regardless of the ups and downs in the first two years of mal, even expected. Take steps to focus on your physical, teaching, never forget that what you do matters. The wise words of Maya Angelou help me remember my “why” and mental, and emotional self and ignore the natural impulse to view self care as selfish. Taking care of yourself is have become a guiding light for me as a teacher, “I’ve learned never selfish and it does not interfere with your students’ that people will forget what you said, people will forget what you did, but people will never forget how you made them learning. In fact, the healthier you are, the better able feel.” you will be to meet the needs of your learners.

Navigating Your First Year of Teaching

Reflections on the First Year of Teaching

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

...you will never learn or discover without asking questions. Don’t be afraid to seek out help.

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Navigating Your First Year of Teaching

AAEE Team Board of Directors and Staff President Kimberly Glass Springdale Public Schools Past President Veronica Rahim Purdue University President Elect Sandy Frederick Grove City College Secretary Julie Paskiet Kent State University Treasurer Ritchie Cherry, Sr. Kansas City Public Schools Director of Professional Development Alicia Scott Laurens County School District 55 Director of Publications

Amy Hatmaker University of Houston-Victoria Director of Membership/ College-University Dannon Loveland Utah State University Director of Membership/ School Systems Terry Christensen Tooele County School District Executive Director Tim Neubert AAEE Marketing and Communications Coordinator Emma Estrada AAEE

2024 AAEE Job Search Handbook Editorial Lisa Knapp Amy Hatmaker Director of Publications University of Hous- Grand Valley State University ton-Victoria Karen Riddick Cheri Bradford Greensville County Public Prince William County Public Schools Schools Brian Childress Morgan County School District Re-3 Samantha Fecich Grove City College Sandy Frederick Grove City College

Alicia Scott Laurens 55 School District Margaret Spivey Greenville County Schools Dale Stelter Career Fair Plus Michele Stephens

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 ©2023.

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

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Teach in the Land of Adventure!

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 LIVE hosted chats • ATP hosted virtual chats Alaska Teacher Placement PO Box 755400 Fairbanks, Alaska 99775 — www.alaskateacher.org — uaf-atp@alaska.edu — (907)450-8438