DIVERSITY in Ed Magazine Fall 2022 Issue

Diversity Recruitment Partners

Alaska Alaska Teacher Placement

Inside Front Cover Arizona Flagstaff Unified School District

77 California Latino Education & Advocacy Days (LEAD)

79 Mills College

59 Santa Clara University

57 Connecticut Hartford Public Schools............. 70 Westminster Public Schools...... 77

District of Columbia American University

59 D.C. Public Schools

72 Department of Defense EducationActivity (DoDEA)

65 George Washington University

57 St. Coletta of Greater Washington

76 Florida Duval County Public Schools

Florida Virtual Schools

Sarasota County Public Schools

78 School District of Indian River

78 Georgia Gwinnett County Public Schools

68

Forsyth County Public Schools... 75 Illinois Alma Advisory Group

76 Chicago Public Schools

72 School District 161

77 Rosalind Franklin University of Medicine and Science........... 58 Iowa

University of Iowa, Tippie Collegeof Business

59 Maryland Anne Arundel County Public Schools

76 Maryland University, Applied Graduate Engineering

57 Maryland University of Integrative Health

57 St. Mary's County Public Schools

74 The Y of Maryland........................ 80

Harvard University

Massachusetts Partnership of Diversity in Education (MPDE)

South Middlesex Regional Vocational Technical School District

Missouri Lee's Summit R-7 School District

Pennsylvania Drexel University ................................. 58 Melmark.................................................. 71 University of Pittsburgh, School of Education

58 South Carolina Charleston County Public Schools

78

Nevada Clark County School District... 73, 76 New York KIPP Capital Region Public Schools

1 Syracuse University, School of Education

University of Buffalo, Graduate School of Education

North Carolina University of North Carolina, School of Education

Ohio Kent State University

Oregon Pacific University, Graduate School

64 Tennessee Vanderbilt University, Hearing and Speech Sciences

59 Texas Garland ISD

Vermont Burlington School District

67

69 Virginia Fairfax County Public Schools

66 Loudoun County Public Schools ......................Inside Back Cover Prince William County Schools

74 Virginia Commonwealth University

Wisconsin University of Wisconsin, School of Education

56

58

Publisher’s Note

Greetings, and welcome to the return of DIVERSITY in Ed’s print edition! Like all of us, I’ve had some big learnings over these last two years. It’s been a pleasure to build our presence in the digital space through virtual recruitment events and online issues of our magazine, but returning to a print issue is a truly exciting moment. I’m delighted to imagine these copies in the hands of hardworking teachers, student teachers, school leaders and education stake holders across the country. I hope this note finds you well — wherever you are and whatever you do!

This year, I’ve been thinking about the important role we all have in working to uplift our children’s futures by improving our schools. From the classroom to the boardroom, there are limitless roles we can

embody to do our part in working toward a vision of excellent, quality education for all students. Part of this work, I believe, is helping connect a talented teaching force that reflects the diversity of our students with the schools and districts that need it.

Together, we have the power to make an impact. To shine forward our influence. Whoever we are, wher ever we are, whatever we do — we can support the bigger picture by centering diversity as an essential piece of education excellence.

One of the best lessons a teacher can give a group of diverse students is that all voices matter. A rising tide lifts all boats. Virginia Rodriguez provides a powerful example of this idea in her piece about inno vative teachers and leaders near the Texas border,

We also recognize that teachers have been faced with — and met — unprecedented challenges this year. We are humbled and amazed by the innovation and passion of our frontline educators, which is why we’re uplifting some powerful teacher voices from across this country. Be sure to check out our roundup of the Council of Chief State School Officers’ Teacher of the Year recipients, including recent national honorees Kurt Russell (2022) and Juliana Urtubey (2021) (see “Teachers of the Year,” page 14).

And, of course, we are honored to shine a light on some of the excellent hiring and recruitment prac tices of leadership and administrative staff to attract, onboard, and support teachers from diverse back grounds (“Feature Article,” page 18).

Thanks so much for picking up this issue and for doing your part to help us all move forward — together. 

“Lowering the Affective Filter When Managing Multiple Languages and Cultures in the Classroom,” on page 36.

Trina Wilson Edwards Publisher

“I believe our work is in helping connect a talented teaching force that reflects the diversity of our students with the schools and districts that need it.”

President’s Message

When it comes to education for all, the American educational system has a documented history of systemic racism, miseducation and poorly funded schools, all of which have contributed significantly to generations of underachievement for students of color.

In this issue of Diversity in Ed magazine, we are excited to showcase some of the good news. Nationwide, a historic number of schools are start ing to redress many of these inequities. However, to properly meet the many challenges faced by today’s diverse student body, we need a greater diversity of highly skilled, committed teachers who can uniquely reach and inspire all students.

In this issue, schools and districts have partnered with us as one way to target and hire these highly sought-after professionals — talented teachers of color who are being hired to “hit the ground running” to ensure students get a world-class education. These schools are showcasing their commitment to hiring top talent and retaining and promoting that talent like never before.

To our job seekers, thank you for supporting our services: our magazine, job search, job fairs and more. Please reach out to our school partners and support them as you look to make a greater impact in your career.

Best of luck as you make your upcoming career choices, and we look forward to your feedback on our social media channels. Please feel free to share your journey and stories of attainment and success. 

“Teachers of color are needed to address past educational inequities and to inspire the next generation of students.”

Preston Edwards, Jr. President

“In this issue of DIVERSITY in Ed Magazine, we are excited to showcase some of the good news.”

What DIVERSITY in Ed School Partners are Saying About Their Diversity, Equity and Inclusion

New Visions for Public Schools (New York)

Education isn’t one-size-fits-all. Neither is the right career. As the largest charter high school network in NYC and partner to a large network of district secondary schools, we can help you find a position that is tailor-made for you! New Visions teachers are dynamic and innovative pedagogues who are committed to urban students and the issues they face every day. Every teacher can expect to receive enhanced instructional support, a range of professional development opportunities, the data tools they need to succeed and the opportunity to be part of a passionate team of colleagues.

BPP challenges systemic inequities in education by providing transformative learning experiences at two public high schools — El Centro de Estudiantes and Vaux Big Picture High School. Our integrated, community-focused approach to education and personal development is rooted in our belief that all students deserve educational opportunities that inspire and prepare them to set and achieve ambitious goals for themselves and their communities. The surest path to this goal starts with a recognition of the strengths within every student, family, and community.

Big PhiladelphiaPicture (Pennsylvania)

CaryAcademy (NorthCarolina)

If community is the heart of Cary Academy, then the richness of our diversity is what makes it beat. As one of the most diverse independent schools in the South, the unique voices, experiences, and perspectives that comprise our community are one of our greatest strengths. But diversity alone is not enough. That’s why, together, we work tirelessly to create an equitable and inclusive environment—one where everyone can fully participate, lend their voice, be heard with respect and compassion, and thrive. Importantly, we recognize that achieving this vision requires an action-focused commitment to the work of equity and anti-racism.

Lighthouse Community Public Schools (California)

At Lighthouse Community Public Schools, we are engaged in an educational movement that goes beyond our classrooms working to disrupt inequities by providing our students and families exceptional educational opportunities every day. Grounded in our core values of community, integrity, agency, love, and social justice rooted in the EL Education Model, LCPS is a leader in fostering innovative schools achieving exceptional student outcomes where each child is at the center of their own learning.

Since it began operating in 1997, the See Forever Foundation’s mission has been to create learning communities in lower-income urban areas where all students, particularly those who have not succeeded in traditional schools, can succeed academically and socially. The foundation operates the Maya Angelou Public Charter Schools in D.C., as well as the Maya Angelou Academy at New Beginnings’ secure facility for committed youth in Laurel, MD. Our students develop the academic, social and employment skills they need to build rewarding lives and promote positive change.

Maya SchoolsAngelou and SeeForever (DistrictFoundation of Columbia)

Berkshire Arts & Technology Charter Public School (Massachusetts)

“BART” is a nationally recognized, award-winning, college-preparatory public middle and high school located in Adams, Massachusetts. We believe that recruiting, supporting and retaining a diverse faculty, and staff is essential to providing an excellent, and representative, education to our students. We welcome applications from members of communities that have historically not been represented in teaching and leadership positions in Berkshire County schools.

Promoting Equity: Resources to Counter Racism

Dear Editor,

Last school year, several hi-profile events brought widespread attention to the systemic racism present in the U.S. and the injustices that our students and families — nearly all people of color — experience on a daily basis. It is our mission and responsibility to build a more just world for our students and prepare them to do the same. We are outraged by the long list of victims, both named and unnamed, tragically murdered because of systemic racism. We will not stand by silently.

The central tenets of our "heartbeat" — the core values that our organization lives by—are that our community shares a deep belief that our students will change the world and that we are responsible for dismantling systems of oppression that hold our students back from achieving their full potential. Above all, the promises we make to them are sacred. It is our mission and responsibility to build a more just world for our students and prepare them to do the same. Engaging in productive conversations about race, identity, stereotypes and microaggressions is something that our teachers and families do year-round — whether they are initiated by thought-provoking literature, a student experience, or a racist incident on the news. We must confront our own biases and lead by example everywhere in our organization in service of our schools, our communities and, most importantly, our students and their individual and collective futures. Whether you’re an educator, manager, parent, caregiver or student — we offer resources (in many cases sourced by our teachers and staff) that serve as a starting point for these conversations. We hope you will share them with members of your community network who’ll find them actionable and useful as we work toward building a more equitable and just world.

Sincerely, KIPP New Jersey and KIPP Miami

Dear KIPP New Jersey and KIPP Miami,

We recognize the important role we all have in working to uplift our children’s futures by improving our home communities as well as school communities. There are limitless roles we can embody to do our part in working toward a vision of excellent, quality education for all students. Part of this work, I believe, is helping connect a talented teaching force that reflects the diversity of our students with the schools and districts who need it.

As stated in the publisher’s message on page 6, together, we have the power to make an impact. To shine forward our influence. Whoever we are, wherever we are, whatever we do, we can support the bigger picture by centering diversity as an essential piece of education excellence.

Kind regards, Trina Edwards

Ms. Stewart: A Grateful Teacher Hire

Dear Editor,

The year 2020 will be known as the year COVID-19 shook American daily life to its core. Our educationsystem was no different. Like many teachers, I began to evaluate my career path. Although I still hada passion to educate our kids, COVID was robbing me of the security of having a professional community.When I reentered my classroom for the 2021 school year, I had a sense of wariness about whatcommunity and learning would look like under the second year of COVID protocols. As the days went on,I got used to event restrictions, social distancing, masking, teaching from a restricted area and Zoommeetings with my colleagues. The new routines allowed me to be at ease — at the moment.

Just when I thought I would be harnessing my craft as a gifted teacher for middle school English,the teacher shortage required me to step inside an elementary classroom to serve as a fourth-gradeteacher. Like countless other educators, I put my professional desires aside to meet the needs of mycampus. My students excelled in the classroom, but I still felt a void.

As if coping with the ongoing uncertainties of COVID and the teacher shortage at my school weren’tenough, Hurricane Ida ripped through my city and my home. The destruction devasted and exhausted meeven more. I had had enough, so I decided to search for a new teaching job in Texas where evacua -tions weren’t a weekly threat or occurrence.

I am writing this letter to thank DIVERSITY in Ed for helping me find my dream job in a district thatis highly coveted in the community in which I grew up. The career coach at DIVERSITY in Ed helpedupdate my résumé and prepared me for the interview.

Although our country is facing a major teacher shortage, I am confident that organizations likeDIVERSITY in Ed will help great teachers find great schools — like you helped me.

Thank you, Lydia Stewart

Dear Lydia,

Thank you for sharing your story and sentiments with our readers. We recognize that teachers like you have been faced with — and met — unprecedented challenges over the past couple of years. We are humbled and amazed by the innovation and passion of our frontline educators, which is why we’re uplifting some powerful teacher voices from across this country inside this issue (page 14). We are happy you have found a great community to teach and that you are back home where you want to be. We wish you well and the thousands of other successful educators who have used our job board and virtual job fair services to find amazing teaching opportunities.

All the best,

Trina Edwards

THE

Teachers of the Year

BY CAITLIN CORRIGAN, STAFF WRITER

E very year, we are delighted to join with the Council of Chief State School Officers (CCSSO) in celebrating the national- and statelevel teachers of the year, and this year, it feels especially powerful.

We acknowledge that our nation’s teach ers are called to go above and beyond time and time again. We recognize teachers’ impact and influence on our nation’s children, families and communities, day in and day out. We believe that teachers should have a clear voice — within the classroom and district, and in policy and legisla tion that informs their daily experiences.

Teachers are our great communicators, prob lem-solvers, social workers, interpreters, caregivers

and cheerleaders. Today, more than ever before, as Virginia Rodriguez explains in her editorial, “Lowering the Affective Filter When Managing Multiple Languages and Cultures in the Classroom,” on page 36, teachers are called on to respond to a range of student needs and support students from a range of diverse backgrounds.

We invite you to learn more about the 2021 and 2022 teachers of the year. Whether you are a teacher, teacher candidate or a school leader, we believe these teachers can help us all feel the inspiration and drive to keep doing great work and inspire our future leaders in classrooms across the country.

2021 Teacher of the Year: Juliana Urtubey

Originally from Colombia, Juliana Urtubey, or “Ms. Earth,” as she is known to many, is bilin gual, holds dual citizenship and has been an educator in Clark County, Nevada, for 11 years.

In 2021, Ms. Urtubey became the first Latinx Nevada state teacher of the year in almost two decades. Her creative, passionate and inspiring work speaks for itself. She also acknowledges the impact her own identity as a first-generation immigrant has in the classroom: “The importance of teachers of color like me and teachers

who holistically embrace diverse communities has the power to change and transform lives.”

As a special education teacher and instructional strategist, Urtubey applies her considerable skills with the students in her classroom and finds innovative approaches to build community and relationships between immigrant families and her school. Her many celebrated projects include a community garden where students not only grow produce but also engage in critical thinking about the parts of the brain and

Photo credit: Melissa-Esparza

what it takes to have a “growth” mindset. Families and other community members are then invited to partic ipate in garden market events and purchase produce with volunteer hours that further connect them to the school community.

This focus on families and communities makes Juliana Urtubey an excellent, caring educator and a powerful advocate for all students, regardless of their background, language or status. Says “Ms. Earth,” “To achieve a just and equitable education for all students,

we must continue to courageously center students, families and communities with love and action. … [We must] lead and advocate for students, families and teachers with a focus on equity, access and … the diverse identities reflected within each of us.”

2022 Teacher of the Year: Kurt Russell

“Teachers are our great communicators, problem solvers, social workers, interpreters, caregivers and cheerleaders.”

Photo credit: CCSSO

Veteran Ohio teacher Kurt Russell remembers when he first saw an educator who looked like him, a fellow Black man: “It was in the eighth grade that I first saw someone who looked like me stand ing in front of the classroom. Mr. Thomas wore a tie to school every day and addressed each student as brother or sister.”

This impression stuck with Russell and fueled his desire to become an educator. Now, 25 years into a celebrated career, he continues to create supportive spaces for students and school communities to deeply engage in some of the most complex issues facing our country. As Russell puts it, “Teachers are responsible for equipping students with the tools to combat the maltreatment of oppressed groups.”

This is why he created additional courses to provide important perspectives to his Ohio high school students of all backgrounds: African American History; Black Music in the African Diaspora; and Race, Gender and Oppression.

Russell also engages in far-ranging efforts to improve the school’s culture and provide examples of

anti-racist community work in action. For example, he implemented restorative practices and professional development for teachers around empathy and relation ship-building that resulted in a significant reduction of suspensions issued to Black high school students.

Russell sees the path forward amid these turbu lent times as twofold: Students must feel safe and supported, and teachers and school leaders must promote equitable practices, including accurate representation of teachers of color in the classroom. “Students deserve an education that’s impartial, caring and holistic. … Education is more than brick-andmortar; it’s personal, with humanistic emotions that transcend race and class as it alters and shapes one’s future,” Russell says.

Please join us in celebrating these two excellent teachers of color, as well as all the outstanding teach ers across the country who have been recognized for their hard work! 

“Teachers are responsible for equipping students with the tools to combat the maltreatment of oppressed groups.”

Making Diversity Your Mission and Why It Matters

BY CAITLIN CORRIGAN, STAFF WRITER

The past several years have brought signifi cant challenges — and opportunities — to us all. Schools have taken on so much community responsibility while continuing to provide a quality education through recruiting and retaining talented, qualified teachers from diverse backgrounds.

As we look ahead into the exciting 2022-2023 school year, we hope to shine a light on some of the efforts happening around the country to center diversity — and improve schools and districts in the process.

GWINNETT COUNTY PUBLIC SCHOOLS (GCPS)

Like many schools and districts around the country, GCPS in Georgia is working to fill vacancies in classrooms and keeping an eye on diversity initiatives as it does so. According to Patrice Pendergast, SHRM-CP, PHR, Director

of Recruitment and Retention, the secret seems to be spreading the word to the broader community and looking from within to find great talent.

According to Pendergast, the county engages in close to 100 recruiting events each year at HBCUs and diverse local colleges. This work targets those graduating teacher candidates who are ready to make a difference in classrooms right now. But Gwinnett County is also investing in the educators of the slightly further-off future: “We host a yearly Teacher Signing Day with our GCPS students. We are proud of the current diversity of our student population — 33% Hispanic, 32% Black, 20% white, 11% Asian, 4% other. This year, 67 GCPS students signed letters of intent to come back to GCPS in four years to teach.”

Photo credit: University of Buffalo

GARLAND INDEPENDENT SCHOOL DISTRICT (GISD)

Kishawna P. Wiggins, Ed.D., Recruitment Coordinator for GISD, says, “The best recruitment is retention.”

While GISD has been hard at work hitting the pavement to colleges and hosting weekly job fairs to spread the word about their vacancies and diverse student

Photo credit: University of Pittsburgh

“We hope to shine a light on some of the efforts happening around the country to center diversity — and improve schools and districts in the process.”

needs, they are also looking internally to promote a supportive culture amid ongoing challenges. This is accomplished through mentorship programs, profes sional learning communities and bigger-picture visions that Wiggins describes as a needed “mind shift for everyone, everywhere.”

“We need to highlight the many different ways to experience leadership in education and all the facets and benefits — you can be a coach, a facilitator, a trainer — we don’t talk about it as much as we should. But universities are catching on and starting to prepare students for how to extend their knowledge beyond the classroom.” Wiggins notes that opportunities for advancement and further learning can help teaching remain a competitive career, especially for nontradi

tional candidates who face barriers to standard aspects of teacher training, like the time-intensive (and unpaid) student teaching rotations.

From working on finding student teaching stipends to celebrating teachers and uplifting them in the community, GISD is invested in not only a quality experience for students but also making teaching a meaningful and rewarding career for teachers from diverse backgrounds with the skills to serve the increas ingly complex needs of GISD’s diverse student body.

DUVAL COUNTY PUBLIC SCHOOLS (DCPS)

If you follow diversity in education news nationally, you may have already heard about Duval County’s ambitious plan to add 1,000 BIPOC men to their

“There is power in seeing other teachers across the district who look like you, to see an assistant principal who does district personnel. It’s a way for new teachers especially to really see these pathways to leadership.”

teaching force by 2025. The idea has generated exciting partnerships already and originates from the authen tic excitement sparked by the district’s recent meeting of all Black-identified men employed at DCPS.

The group, which quickly became known as “The Ones,” has led to informal networking and peer support for teachers at every level of their careers. Sekou A. Smith, Director of Diversity Recruitment, HR Staffing, notes that this kind of cultural affinity and support can make all the difference to an educator looking to build a sustainable career path.

“There is power in seeing other teachers across the district who look like you, to see an assistant principal who does district personnel,” says Smith. “It’s a way for new teachers especially to really see these path ways to leadership.”

The subsequent supports for teachers include informal and formal monthly meetings, where district staff like Smith offer development within four differ ent “pillars”: connect, develop, recruit and retain.

Smith, himself an experienced educational profes sional with almost two decades under his belt, says the process has been exciting and, at times, surprising: “It’s great seeing how many people want this — not just Black and Hispanic males, but people from all backgrounds are supporting this, which aligns with research that shows that all students can benefit from teachers of a diverse background!”

Unorthodox Teacher Recruitment Strategies

For additional resources that tackle the best but unconventional strategies for recruiting teachers of color, visit the link below. Sometimes, there are other avenues by which an HR professional or hiring staff can source potential can didates with exceptional qualities from different walks of life.

KIPP CAPITAL REGION

As the largest public charter network in upstate New York, the newly launched KIPP Capital Region unites three public charter school systems in an ambitious new network working to center diversity in hiring and retention practices.

The shift has been thoughtful and intentional, including an equity audit that resulted in direct support to the barriers teachers were facing, like an on-site childcare center.

Dani Brown, M.B.A., SPHR, Managing Director of Talent and Organizational Culture, says, “We have engaged in external partnerships focused on diverse populations, including race, gender, veterans, neuro diverse and beyond. We are seeking candidates who are interested in showing up as their fully authentic selves, with an unyielding belief that every child will succeed inside and outside the classroom.”

In addition to these partnerships, KIPP Capital Region has also leveraged the knowledge and connections of their existing teaching force and, working together as a community, filled 80% of their vacancies in just three months. “Our collaborative work environment fosters communication and feed back,” says Brown. “We believe all team members are positive contributors to the overall strategic growth of the organization.” 

Hashtag I Am a Teacher (of Color)

BY CAITLIN CORRIGAN, STAFF WRITER

As we move forward into a new decade, 21st century education will continue to be shaped by not just politicians and policymakers but also individual classroom teachers who have the potential to have a real impact on the students they teach.

Across the nation, school administrators are applying a critical eye to “business-as-usual” approaches to education, which means they are also analyzing diversity in the schools they oversee. Some leaders are already taking correc tive steps to actively recruit — and work to retain — teachers of color, especially in districts where teachers from diverse backgrounds have histori cally not been represented.

In Worcester, Massachusetts, schools are doing

just that, with a new partnership at Worcester State University to help offer additional profes sional development and training for current school employees of color who are already playing a role in the classroom as instructional assistants. This grassroots approach is happening nationally, with additional efforts in place to help recruit high school graduates pursue teaching certification and return to their home community and teach.

But the reality is that many communities will expand their teacher search beyond their back yard to help broaden their talent pipeline. It’s an ideal time for new teacher candidates from diverse backgrounds to explore their options. One major tip: Prepare to be comfortable discussing how your personal background has helped shape your

educational and professional goals in the classroom. In other words, be proud of who you are, and don’t feel the need to check your identity at the interview door.

“HOW TO”: ACE THE INTERVIEW

Understand Your Value. In the not-too-distant past, the going advice for young teachers of color was to leave your personal opinions and background entirely out of the interview process, and even out of your personal expression as well. But staying mum about who you are and where you came from actually means giving up an opportunity to talk about what makes you a great teacher. Tell your story, and communicate that your personal history is one of many compelling reasons you should be hired.

Communicate What Makes You Unique. Take advan tage of the application process to highlight your individual strengths. Tailor your résumé to share not only your academic and professional accomplishments but also a broader sense of who you are as a person. It’s appropriate to include examples of your involvement in the community, including artistic, athletic or faithbased pursuits, as well as clubs or activities that provide opportunities to celebrate your cultural diversity.

Speak from an Authentic Voice. Remember that your job is to be the best teacher that you can be, which means being the best version of your own authentic self. When you share pieces of your story and path, do so from a place of authenticity. Focus on what really makes you stand out in the classroom and how you

approach the work of teaching and learning through your unique eyes.

Focus on Professional Growth. As important as it is to acknowledge and appropriately share your background story, it’s also key to not lose sight of your future. Be up-front and open about your strengths, as well as the aspects of professional development you’ll want to focus on as you continue to gain skills in the classroom. Be clear about the kind of support and collaboration you are looking forward to professionally. This will show that you’re serious about committing to the school and staying engaged in your teaching career for the long run. Improving schools from the inside out simply cannot be done without shifting how new teacher candidates are hired and supported in classrooms both urban and rural, all across this country. When schools and districts remain open to discovering best practices for diversity recruitment, hiring, inclusive ness and retention, administrators will have a better time filling vital staffing gaps, and new teachers will find more options to share their authentic self in the classroom and throughout their careers. 

“Be proud of who you are, and don’t feel the need to check your identity at the interview door.”

7 Steps to Effective Goal-Setting

BY LINDA PRICE

Goal-making is a means to an end. The long-term vision required to identify a goal is a critical part of success. Goals make accomplishments meaningful. They invigorate the process. They provide definition and direction and help launch your success. Unfortunately, people’s goals are all too often made incorrectly. If you are interested in setting some goals, or even reevaluating your current goals, follow these seven steps for proper goal setting. The most important thing is that you see your goal in front of you. You always have to see it in front of you because that will become the motivating force for you. Everything you do throughout the day should move you closer to achieving your goal of finding the job you want.

1. DEFINE YOUR GOAL

Answer these questions:

• What exactly do you want to accomplish?

• What achievement would be worth your very best effort?

• What would you attempt if you knew it was impossible to fail?

• What would you go for if you knew this was your very last chance?

Make sure your vision is clear and powerful, one that you would follow despite whatever setbacks and fail ures that might arise along the way. The goal has to be very specific (e.g., “My goal is to interview for my three top desired positions”), rather than vague or general

(e.g., “I want to be invited to an interview”) so you can tell whether or not you have actually reached it.

2. EXAMINE WHERE YOU ARE RIGHT NOW

Carefully examine where you are right now in terms of your goal. Have you been just “getting by” or do you train to reach the next level? Are you willing to do things you may not want to do in order to reach your goal? Identify when you commit your best and what creates that kind of situation.

3. BE HONEST ABOUT WHAT YOU NEED TO DO

In order to get where you want to go, you have to know how to get there. What are your strengths and weaknesses? In what sort of situations do you thrive or deteriorate? Identify at least one aspect in each of the following skill type categories that needs improvement: communication (e.g., managing lengthy answers), organization skills (e.g., develop a system for presenta tion) and mental (e.g., higher confidence).

4. FORMULATE A DAILY IMPROVEMENT PLAN

This is the most important step of the goal-setting process. Ask yourself, “What can I do on a daily basis

to work toward reaching my goal?” For each area that you identified in step 3, write out at least three or four specific actions that you can take. Write them as “I” statements and in the present tense. For example, if you need to improve your mental confidence, you can write and recite personal affirmations.

5. MAKE AND WORK ON SHORT-TERM GOALS

The goal that you set in step 1 may take a long time to reach, perhaps weeks or months. Set short-term goals to keep you motivated throughout this time. Achieving these goals will give you feedback on your progress toward your ultimate goal. They should be process-oriented and reflect that achieving your goal is an ongoing process.

6. YOU MUST COMMIT!

It is easy to say you’re going to do something — actu ally doing it is another story. This is analogous to people who make New Year’s resolutions to exercise more; seldom do people actually go through with it. Second-guessing yourself, missing opportunities and being hesitant will only delay your eventual success. Keep reminding yourself to enjoy the journey along the way!

7. MONITOR YOUR PROCESS

Every day ask yourself, “Am I getting closer to my goal?” Is your goal plan actually working or does it need adjustment? If your answer is “I’m not sure,” then you are not really making progress. Write down your small successes and lessons learned along the way or make a checklist that charts your progress. In times when it seems like your goal is too far out of reach, you can look at your progress list and visually see how far you have come, and how much closer you are to your goal. 

“Everything you do throughout the day should move you closer to achieving your goal of finding the job you want.”

7-Day Job Search Success Plan

BY LINDA PRICE

DAY 1

ORGANIZE YOUR THOUGHTS, IDEAS AND TIMELINE

The objective on Day 1 is to start putting yourself in a mindset of being intentional about how you conduct your job search. Finding the ideal job, interviewing for it and getting a job offer will take time and commit ment on your part.

• Start the process by creating quiet time in a private, uninterrupted space to think and plan.

• Have a planning journal.

• Write out your personal and professional goals for the next two years. Yes, two.

• Consider your family budget, operating expenses and desired future investments.

• It’s highly encouraged to have an expert — could be a fellow teacher or other professional — to help you assess desired bargaining compensation aligned to your skills and experience.

• Write out your values. Determine your

negotiables vs. nonnegotiables to guide your job (career) search process.

• Your values list may include the proximity of your work location to your residence, desired salary and the culture of the workplace (deal-makers and deal-breakers).

DAY 2 DEVISE YOUR PLAN OF ACTION

• Create a file and folder system on your computer. Pull all your job-search documents: latest résumé, portfolio, past performance evaluations, honors, awards, accolades, etc.

• Organize physical documents in one folder.

• Have a calendar on your phone that syncs with your computer and all other devices you use.

• You’ll need to keep track of your personal life schedules (kid’s events, parent meetings, family obligations, grocery store trips, and now job interview schedule).

• Pull together all your social media usernames and passwords.

• Find at least one professional teaching organization to join. Free or paid membership. Local or national.

DAY 3

RESEARCH 10 SCHOOLS AND/OR DISTRICTS

• Goal is to find three top positions you qualify at each of 10 schools or districts.

• Research and cut and paste notes about each school/district and place them in the files you’ve created.

• You need to know key players, superintendents, and principals of the schools at which you may teach. If you’re a high school teacher, visit all the high schools in the district and see which ones you resonate with and know the principal’s name.

• You’ll also be able to use some of this information in the interview.

• This is a time for you to learn about your options and to make comparisons so that you can decide the order of importance of the jobs for which you’ll apply.

• Visit schools' social media pages to get a feel for their culture, which will tell you about the leader ship styles used there.

• Decide on the top 10 schools and the best three jobs for which you’ll apply.

DAY 4

IMPLEMENT THE PLAN

• Start with updating all your social media pages to appear professional. DELETE ANYTHING A BOSS, STUDENT OR PARENT SHOULDN’T SEE OR READ!!!

• Create or update your LinkedIn page. (Repost articles of topics you genuinely support related to the workplace or write one of your own.)

• Put together an e-portfolio to organize lesson plans, supportive documents, materials, etc. (video links to actual teaching sessions are a plus).

• Block “interview availability” slots on

your calendar or have a set time you’ll be able to schedule an interview with the recruiter.

DAYS 5 & 6

APPLICATION DAYS

• Go to https://www.diversityined.com to conduct your job search. The jobs you'll see there are in schools and districts committed to recruiting and hiring teachers of color and diverse languages and backgrounds.

• Revise your résumé and cover letter to match each of the jobs to which you intend to apply. YES, EACH! No more than three per school/ district.

• TIP: USE A SUMMARY INSTEAD OF AN OBJECTIVE on your résumé. Remember what was discussed in the webinar — 72% of recruiters spend less than 60 seconds reading each résumé. Capture their attention in your header and summary. Let your uniqueness and diversity shine.

• APPLY, APPLY, APPLY.

DAY 7

INTERVIEW PREP

• Get your interview wardrobe ready and have a winning mindset.

• Pull together your interview notes for the specific school and district and start preparing to interview.

• Pre-write a follow-up email to recruiters to send out three days after you apply to jobs.

Once you accept and sign a job contract, send thankyou emails to recruiters for their time and consideration — to go to those schools/districts from which you withdraw your application. (You never want to appear rude and always want to keep doors open.) 

“72% of recruiters spend less than 60 seconds reading each résumé.”

Dress for Success: Fashion Hacks for Teachers

BY ANITA JANUARY

The Interview You’ve gotten the job interview — now what?

Many of us have experienced — or will experi ence — pre-interview jitters. You’re nervous, you’re not sure what to say and you don’t have the slightest idea what you’re going to wear. As a personal stylist, I often hear from my clients seeking jobs a lack of knowledge regarding how they can incor porate style into their interview outfits. This can be an overwhelming process, but I’m going to share some tips to help take the guesswork out of what you should wear.

TIP #1: SIMPLE AND POLISHED

As a general rule, when you show up for an interview (in person or virtually), you want to make sure you look polished. Your image plays a role in your inter view process, so do your best to make sure your image matches your wonderful personality and résumé. This includes your choice of makeup, hairstyle and accessories.

I’m all for wearing dramatic makeup, but for the purposes of the interview, natural makeup is the way to go. Ladies and gents, whatever your choice of hairstyle, just make sure it’s nice and tidy. Lastly, I’m an accesso ries girl and can go a bit over the top, but I assure you, an interview is not the time to over-accessorize. Keep them simple: A watch, a necklace and a ring should suffice. The last thing you want to do is distract your

interviewer or yourself with too many bracelets, neck laces, earrings or rings.

TIP #2: NICE AND NEUTRAL

Personally, I find that sticking to the basics is best when it comes to an interview. Let’s start with colors that work best when interviewing. My personal favor ites, in order, are navy blue, black, gray and white/ off-white. Any variation of these colors in shirts, pants or blazers will work well together no matter how you pair them — it’s practically foolproof. I like to start with picking out my primary piece of clothing (say, a blazer or shirt) and build the rest of my outfit from there. For example, if I were to pick out a navy blue blazer, I could pair that blazer with black pants, a white shirt and some nice black pumps. Again, you have free rein on how you would like to switch up the color combination on tops and bottoms.

TIP #3: ACCESSORIES AND COLOR

Now that we have the basics out the way and you know how to mix and match your clothing options, let’s add a little “dazzle” to your outfits. Accessories like purses, briefcases, belts, socks, necklaces, rings, ties, cufflinks and handkerchiefs can easily play up your outfit. I absolutely encourage you to add a pop of color with

these accessories, but remember: Keep it simple.

There’s one last accessory that people tend to forget about. It’s the most important accessory of all: confi dence. When walking into an interview, you have to be confident in yourself and your abilities. Your clothing and accessories can help you feel confident, but a posi tive mindset is a must — you simply have to “own it.”

The Job

Congrats on getting your new job! Now let’s learn how to be stylish on a budget so you’ll have a sustainable and easy wardrobe to pull from daily as you get ready to go to work.

Assuming you don’t have a job that requires uniforms, we can start having a bit more fun with your work wardrobe. I’ve found that most companies in the United States follow a “business casual” dress code. Honestly, it’s one of the dress code policies I prefer because you can dress appropriately and still be stylish. Here are a few tips to help you save more of that new salary instead of spending it on your wardrobe.

“Your image plays a role in your interview process, so do your best to make sure your image matches your wonderful personality and résumé.”

TIP #1: EVALUATE AND REMOVE

Do not shop until you know what’s already in your closet. (Read that again.) Thoroughly examine your clothes and remove all the articles of clothing that no longer fit, clothes that are dingy and clothes you haven’t worn in a long time. We all have what I like to call the “one day” outfit that we keep hanging in the closet (“One day, I’m going to be able to wear those jeans and shirts again”). Ladies and gents, read this

clearly: Go ahead and get rid of them! I can promise you won’t miss those items at all.

Bonus Tip: If your items are in great condition, you can sell these items and then use those funds to purchase new clothes. Your second option is to donate them to a shelter/Goodwill donation center of your choice.

TIP #2: ORGANIZE AND PAIR

Now that you’ve removed all the articles of clothing that no longer serve you, let’s take a look at what’s left over. Separate your pants, shirts, jeans, blazers, etc. Now, you can start to pair your tops and bottoms together. If done correctly, you should be able to match several outfits together. If you can’t, that means you’re missing some basic pieces. This is also a good time to pull out your accessories to match with your outfit combinations. To help you stay organized, take pictures of the combinations of clothes. At this point, you’ll start to notice that you have some items that you

can’t pair because you’re missing a piece of clothing that would make the outfit complete. Pay attention to what your wardrobe lacks and put those items on your shopping list.

Bonus Tip: I find it easy to organize a closet similar to what you would see in a store. For example, hang your pants together and organize them by color. Repeat this process for your jeans, blazers, shirts, skirts, etc. This will make it so much easier for you to find items and also know what’s in your closet.

TIP #3: REPLENISH AND SHOP

This is by far my favorite part of the process because you get to shop, or you can hire someone like me to shop for you. It’s important to make a list of what you need to buy — this prevents you from overspending, impulse shopping and duplicating purchases you’ve already made. After making your list, utilize the Google search bar and search for sales at the mall or clothing stores you frequent. Don’t be afraid to shop around! For example, I found this amazing white blazer from Rag & Bone for $595 at Nordstrom. Now, I know what you’re thinking, and you’re correct: I did not pay $595 for that blazer. I found a blazer very similar to that one at Nordstrom Rack on sale for $89. This is why I encourage you to shop around for the best prices and sales. Remember, the goal is to stick to the list you made, so resist the urge to buy something just because it’s a good price.

Bonus Tip: If you’re not a person who likes to shop, you can check most stores’ websites and order what you like for curbside pickup, shipping or easy in-store pickup. Also, don’t be afraid to look at the clearance section; I find plenty of gems there. Stores like T.J.Maxx, Marshalls and Nordstrom Rack are great places to shop if you’re on a budget. These discount retailers also offer the option to shop online. If you shop through Rakuten, it offers cash back with a lot of retailers. This is another way for you to save and get more bang for your buck.

BONUS TIP FOR STYLE-CHALLENGED INDIVIDUALS:

If you have no idea what your personal style is or you feel you’re just terrible at style in general, seek the help of a stylist like me. Most stylists will do consul tations to determine your needs and if you’re a good fit for them. A stylist can work with you to figure out what your personal style is and make recommen dations. If your budget doesn’t allow for a stylist, I recommend getting on sites like Pinterest and getting some style inspiration. You can even make a collage of all the looks you like and start to gradually build your wardrobe from that collage. Remember, anyone can build a sustainable wardrobe on a budget by sticking to the basics and accessorizing. Stay away from “trendy” items, which can lead to an underde veloped wardrobe. 

Anita January is the founder, CEO, and lead stylist of M’Brace Personal Styling. Anita believes that developing and maintain ing your personal style is vital to the psyche of a person. She takes pride that her company is all about uplifting, elevating and embracing individuals through personal style. Anita really makes an effort to learn who her clients are, what their goals are and how she can educate and add value to their lives. She’s been featured in VoyageHouston Magazine and has spoken at a host of seminars relating to style after weight loss.

Visit https://stylistanitaj.wixsite.com/website

“Your clothing and accessories can help you feel confident, but a positive mindset is a must — you simply have to “own it.”

AUTHOR BIO: Anita January

Career Fairs How Job Seekers Can Make the Most of Virtual Career Fairs

BY VFAIRS

Virtual career fairs are taking the recruitment industry by storm. They’re an effective way of connecting employers with potential candidates to help both parties find the right fit. Among the benefits they offer are increased reach for the event and enhanced return on investment (ROI), not to mention the eco-friendly nature of virtual events. For job seekers, virtual career fairs are a cost-effec tive, time-saving and convenient way to find the right job. But how can job seekers make the most of virtual career fairs? We’ve got you covered. Here’s everything you need to know and do to enhance your online career fair experience.

Research Employers Beforehand

CAREER FAIRS

Prior to the event, go through the list of employers attending the virtual career fair. This will enable you to shortlist the companies you want to work for. Your list will save you a lot of time on the day of the fair. Also, check out the event landing page for details of any jobs published ahead of time. Study the exact wording in the job requirements, so you can customize your résumé accordingly. If you apply, keep in mind the event site might lead to an external site to complete the application. Don’t forget to bookmark that site so you can return to it at a later time.

UPDATE YOUR RÉSUMÉ

Make sure you submit a well-formatted and relevant résumé to the jobs posted. An outdated résumé will only decrease your chances of landing a good job.

If you’re interested in multiple positions, don’t rely on a standard résumé. A winning strategy would be to align your résumé with the job and company requirements.

SET A REMINDER

Virtual events often get forgotten because they do not require extensive travel planning. Make sure you set a calendar reminder to attend it on time.

CHAT WITH COMPANY REPRESENTATIVES

During the virtual career fair, reach out to the repre sentatives of your shortlisted companies. Asking questions, whether through text, audio or video chat, will help you to make the right decision. Ask about everything from company culture to employee bene fits. Preparing your list of questions beforehand will

save you a lot of time in the chat room. If you notice an interesting piece of information in the group chat room or webinar, make a note on another app like Evernote to avoid forgetting it.

ATTEND WEBINARS

Virtual career fairs also offer webinars. For example, DIVERSITY in Ed will host several webinars (see page 01 for agenda) for job-seeking candidates. You can use the webinar as an opportunity to learn more about the career search process and engage in the Q&A to converse with the presenter.

Tips for Job Seekers

LEARN ABOUT EMPLOYERS

Browse employer booths and access company content for more informed interactions.

SEARCH JOBS

Search the available jobs and submit résumés on the virtual job board for quick employer response.

CONNECT WITH EMPLOYERS

Discuss the positions with employers using chat tools, so you can better match your expertise against the job.

DOWNLOAD MATERIALS

You can save brochures, forms and other docu ments for future viewing and sharing.

EXPLORE EMPLOYER RESOURCES

Another benefit of virtual career fairs is the elimina tion of paper-based documents such as brochures and flyers. For the attendees, it’s a hassle to tote so many documents around after a physical career fair. Online, all documents are digital and can be downloaded at your leisure. You can use them later in your job search.

CHOOSE A CALM, COMFORTABLE PLACE

Distractions can ruin your experience during a virtual career fair. Make sure you’re sitting somewhere quiet with no interruptions. You’ll also need to make sure that your internet connection is stable and your device is compatible.

THANK-YOU NOTES

After the event, a good practice is to send thank-you notes to the employers you spoke with. It will help reinforce the relationship and build strong ties while enabling you to stay on top of the employers’ minds.

Virtual career fairs make it easier for you to find and connect with potential employers. It’s time for you to benefit from virtual career fairs. 

Networking Your Way to Your Dream Job

BY LINDA PRICE

Wheather you’re looking to move up in your career or are just starting out, one of the best ways to get things moving is by networking. The employment landscape looks very different than it did three years ago, thanks to the evolving digital trans formation. In fact, networking is one of the keys to landing the job of your dreams. While jobs are contin uously being posted, the “sweet-spot” jobs can only be found and accessed by knowing the right people.

Here are a few suggestions:

ATTEND PROFESSIONAL EVENTS:

This could be a local seminar, workshop or network ing event. You could also expand your network by going to annual conferences and even applying to be a speaker. This helps you meet and interact with professionals who have the same interests. While an in-person event allows you to have more personal interaction, virtual events are very popular too.

Being visible on social media and creating your own brand in this digital space can help you leverage your talents and be seen. According to Dr. Sheena Howard, this is “how you can increase your visibility, brand recognition and social presence.” Do you have published work? Are you sharing your talent with the world? Your knowledge? It all counts. 

Become a member of relevant associationsand organizations such as the Association forSupervision and Curriculum Development,Association of American Educators (AAE),National Education Association (NEA), AmericanFederation of Teachers (AFT), National Allianceof Black School Educators (NABSE), EducationLeaders of Color and Association of Black Womenin Higher Education (ABWHE), which are alldesigned to help with networking, teaching andrésumé-building.

STAY READY:

PLUG INTO THE CONNECTIONS YOU HAVE:

Staying connected to the people you already know is a must. They are just as valuable a resource because they may be tapped into where you want to be. Make a list and consider those who can be most helpful to you, even if it’s just introducing you to someone in your desired field.

ASK QUESTIONS:

Listen intently and always ask questions. Thishelps people remember you. Always keep anopen mind and be receptive. You never knowhow that person might help you in the future.

Stay ready so you won’t have to get ready. You never know when someone will drop your name in a room. Always have your materials prepared. Don’t keep people waiting.

NURTURE YOUR RELATIONSHIPS:

Don’t meet someone and then disappear.Make sure you’re sending them a messageperiodically or even having lunch. If yousay you will follow up, keep your word.

EXPAND YOUR SPACES:

Join meetups, Facebook groups and other hangouts where you can meet professionals.

Lowering the Affective Filter When Managing Multiple Languages and Cultures in the Classroom

BY VIRGINIA RODRIGUEZ

In ESL studies, it is widespread knowledge that numerous strategies exist to support language acquisition. One strategy that deserves the spot light on this list is lowering the affective filter, which refers to an invisible set of variables that impact second-language acquisition. You are in control of one of the most important of these variables: yourself. When the teacher’s affective filter is high, obstacles hinder progress for all parties involved.

MANAGING EXPECTATIONS

At any point in the school year, you will likely welcome students who are new to the country and do not yet speak English. Due to myriad expectations, you may worry when you realize a student cannot access instruction because of the language barrier. Before you grow alarmed, know

that if the student just arrived in the country, no one expects that to happen instantly (and if it does, it’s a most welcome surprise).

This is not a license to lower your expecta tions. On the contrary, your expectations should remain high. This is an invitation to permit your self to prioritize language development over content instruction. Students need time to acquire language, and though you may not see the fruits of your labor, you can equip them with language for their journey ahead. When you shift your focus, your affective filter is lowered. You can then pack your patience and empathy for the next steps.

A POSITIVE CLASSROOM CULTURE

Now, focus on managing students’ affective filters. Suppose you’re lucky enough to begin the school

Photo credit: Loudoun County Public Schools

year with a class full of emergent bilinguals with varying degrees of language proficiency. In that case, you can at once lay solid foundations for a positive classroom culture. Emergent bilinguals come from exceptionally diverse backgrounds and have unique languages and experiences. Create a safe space where students embrace their distinctiveness, share the common goal of acquiring language, encourage one another and equally respect diverse cultures to ensure a positive classroom environment.

Part of maintaining an inviting space entails deliberate planning and a degree of self-reflection. Integrate resources into your curriculum that expose students to diverse languages and cultures. Strive for equal representation, so you don’t inadvertently vali date one culture over another.

In a safe space, students view errors as necessary parts of the learning process. Confer frequently with students to communicate feedback on content already taught, being careful not to overwhelm them with rules of new instruction.

A SILENT PERIOD

Recognize the symptoms of culture shock. Silence, isola tion and/or lack of motivation in a newcomer may be signs of an elevated affective filter, a hindrance to language development. Assume that students who recently arrived in the U.S. are proud of their language and culture and may feel that by speaking English they are betraying their values. Find time to frequently engage students during small-group instruction to encourage them to take risks.

A GENUINE INTEREST

You’ve likely been advised to “build relationships” with students. This is vital: Approach students with a sincere interest when learning about their language, cultures and stories. While they may not yet speak English profi ciently, students recognize if you’re not taking a genuine interest in their progress. Nonverbal language is univer sal, and one cannot conceal frustration — not even with children — regardless of how many ingenious steps one takes to disguise it. Students recognize facial expres sions, tone and hostility in all languages and cultures.

To summarize, welcome a newcomer as an oppor tunity to grow your craft. Remember that students are not empty vessels ready to be filled with the English language and to become acculturated into your class room community. To prepare them, strive to manage both your and your students’ affective filters to increase the effectiveness of second-language devel opment. As students become increasingly proficient in English, their motivation and confidence will soar, and they will gradually be ready to tackle their gradelevel curriculum. 

Virginia Rodriguez has worked for over 17 years in the field of education in a variety of capacities, including elementary and high school teacher, reading interventionist, and college instructor of English. She continues to be a lifelong learner and mentor to teachers in CFISD as an elementary bilingual/ESL curriculum coach.

Photo credit: Prince William County Public Schools

AUTHOR BIO: Virginia Rodriguez

“Create a safe space where students embrace their distinctiveness, share the common goal of acquiring lan guage, encourage one another and equally respect diverse cultures to ensure a positive classroom environment.”

Expert Advice

A Word of Wisdom from an HR Hiring Manager

BY BETH CRISAFULLI, M.ED.

DEAR BETH,

Q: HOW SHOULD I PREPARE FOR A SUCCESSFUL RECRUITING FAIR?

A: Branding, then marketing! All stakeholders should be able to share your vision and mission. How do you want to be perceived? This can all be done by creating a consistent message that engages potential candidates. In SDIRC (School District of Indian River County), WE PROMISE! We promise to listen, support, be inclusive and equitable, build instructional leaders and work STRONGER TOGETHER! Once you have your message, follow the five P’s: Proper Prior Planning Prevents Problems. The smallest details can make the difference. Be organized and have a system of greeting, processing and engaging candidates. Capture as much information about

each candidate as possible to build your talent bench. Stay in contact with candidates through their college years so you can build your relation ship and continuously send the message that your school district is the only choice!

Q: WHAT IS YOUR STRONGEST RECRUITING STRATEGY FOR ATTRACTING HIGHLY QUALIFIED CANDIDATES?

A: The power of positive relationships from the onset is essential. School choice has become increasingly popular. Choice of schools is not just for students and parents, but for the candi date too. We must work to match the strengths of the candidate with the needs of the school, and vice versa. Every recruiter should be aware of all open positions and what characteristics and qualifications would “make a match” for each school site. This starts by building positive rela

tionships with each principal or supervisor. Trust is paramount, as they need to trust your judgment. So build positive relationships with the hiring managers as well as the candidates and university career office representatives. We built a recruitment dashboard, which is updated daily with information about staff and students at each school. Our goal is to have a staff that mirrors the demographics of the student body. So use your data when recruiting to provide the most engaging experience for each student. #bestbykids

Q: HOW DO I INCREASE COMMUNITY INVOLVEMENT IN RECRUITING EFFORTS?

A: Each community deserves safe, engaging, high-per forming schools! Share your message through social media, city or county meetings, athletic events and more. Ask community members and business part ners to join a committee or group. Feedback from your community stakeholders will help drive the work of your school district and make everyone feel part of the team. We have succeeded in this area by growing our 12-year partnership with The Learning Alliance. This community partnership has been recognized by the Campaign for Grade-Level Reading and has received seven Pacesetter Awards for the goal of 90% literacy by third grade.

Q: HOW DO I GROW MY RECRUITMENT PROGRAM TO INCLUDE RETENTION?

A: Retention is the other half of recruiting. Why do teachers stay? Remember, stay consistent with your message. I think of the recruitment team as the concierge desk at a hotel. What can we do for

Additional Hiring Considerations

To broaden one’s knowledge in hiring teachers of color is a skill every hiring manager should be able to learn. Step ping out of their comfort zones when recruiting for a specific teaching po sition should not always be too formal. Ticking all the usual boxes may not al ways be the way to go; rather, being able to correlate one’s working experience and how it can contribute to the organi zation may be the best thing to identify when interviewing applicants.

you? How may we help? What would make your stay more enjoyable? Listen to the needs of recruits. What would make the transition to your school district easier? We expanded our We Promise Recruitment Program by adding the Keeping the Promise Relocation Assistance Program. Now you ask, "Where does the money come from?" Again, turn to your community. Remember, every community deserves safe, engaging, high-performing schools. The local education foundation saw the importance of retention and now is the predominant fundraiser for the Keeping the Promise Program. We also offer certification reimbursement, mentors for the first three years, the highest new teacher salary and a district wellness center. 

Beth Crisafulli is Director of Recruitment, Retention, and Professional Practices at School District of Indian River County.

“Prepare for a successful recruiting fair by branding and marketing.”

AUTHOR BIO: Beth Crisafulli

7 Principles for Hiring Principals

BY DR. SANTARVIS BROWN

The unique qualities of a school principal are born from managing adults and developing children simultaneously. A principal must have the skills of organization, development, patience and the oft-for gotten adaptability to change.

So what do you look for when hiring a principal? Here are seven principles for hiring a principal.

1. BUDGET-MINDED

A principal is given a small pool of money allocated by the school district. One of my favorite questions to ask is, “If you were given $250,000 in additional funds for your school, how would you use the money?” This is a great way to gauge where your potential principal identifies areas of improvement as well as where their priorities for the school exist.

2. HOW TO HANDLE STAFF DISPUTES

In a school, staff disputes can trickle down to student performance. After all, children look to adult behav ior as their model. So one skill set I want to know is dispute resolution, and this is what I ask: “What do you think are the fundamental challenges in resolving disputes, and how do you remedy them?”

3. EXPERIENCE IN CHILDREN’S EDUCATION

This is a must. In my eyes, the career path of a prin cipal should be evolutionary, with several years spent as a teacher and administrator. Sound obvious? Many people believe that management performance outweighs a principal’s need to identify with children.

4. UNDERSTANDING OF MODERN DISCIPLINE

Discipline has come a long way in education, from

corporal punishment to positive parenting skills, which are still in early development and practice across the country. This is one area where parents have strong feelings. And I want to know whether the school is going to be led by a general or an empa thetic mentor.

5. CHANGE AND ADAPTABILITY

Changes abound in curricula, interpersonal conflict, inconsistent budgets, new technology and more. A potential principal should be adaptable and the driver of change, so this is what I ask of them: “Tell me about times when you have adapted to change, and, more importantly, how do you stand out as a change leader?”

6. FORWARD-THINKING

Each item on this list leads to a forward-thinking principal (budget, disputes, education, discipline and change). A stagnant school creates stagnant results, so I always ask, “Can you give me five improvements that you can implement for five years that build upon each other?” It’s a critical-thinking question but one that may separate your good from your great candidates.

7. APPROACHABLE DEMEANOR

Approachability is key to becoming a successful principal. So what I want to know is, “When do you keep your door open? And when do you keep your door closed?” Simple questions, yes, but you may be surprised by the answers. 

AUTHOR BIO: Dr. Santarvis Brown

Dr. Santarvis Brown is a scholar and changemaker who brings 20 years of experience in the education space. He is the President of Edu-Techure LLC, an education consultancy. He currently teaches leadership at the University of Virginia and Cornell University. He has earned numerous awards and recognition, including being noted as one of the Top 100 Global Leaders in Education, a Lifetime Achievement Award from President Biden, and an Innovator and Change Maker in Education Award.

This article addresses the fundamental skill sets every principal should have. These skill sets address budget, dis putes, education, discipline, adaptabil ity, outlook and approachability. From straightforward questions to critical thinking, take your time to challenge a potential principal. After all, they will be challenged every day.

At a glance …

“Tell me about times when you have adapted to change, and, more importantly, how do you stand out as a change leader?”

A Guide to Equitable Leadership for Superintendents

BY LINDA PRICE

The Akron, Ohio, district school board declared racism a public health crisis affecting the commu nity, families and students. The board committed itself to racial equity.

Superintendents have been called upon to develop equitable and diverse frameworks in their districts’ day-to-day decisions and, more so, staffing. Training is therefore a priority for the superintendents to develop their capacity as decision-makers to drive equitable districts.

Why is their training critical? Their voice in the community is valuable, making it essential for promoting equitable school communities. Through training, the consistency of their voice in the drive for equity will be amplified, drumming up change.

HOW CAN EDUCATIONAL LEADERS IMPLEMENT EQUITABLE PRACTICES?

The five leading practices that can support education leaders to build equity in schools and districts include:

1. Adopting transformative systems to make equity leadership a priority.

2. Doing the intellectual and emotional groundwork to prepare educational leaders and teachers for equity.

3. Creating leadership teams to drive collective equity.

4. Identifying gaps and equity needs, and driving systemic change by developing equity-centered systems.

5. Committing to sustaining equity.

The five practices build on each other and cultivate equity in school and district systems.

Photo Credit: National Alliance of Black School Educators (NABSE)

EQUITY-FOCUSED TEACHERS’ RECRUITMENT INITIATIVES

One of the gaps that exists in education systems when it comes to equity is the presence of equity teams and systems.

The gaps can be narrowed by recruiting teachers from diverse backgrounds. Here are some initiatives that can help take that step.

1. FORMING INSTITUTIONAL PARTNERSHIPS

Institutional partnerships can facilitate education leaders to cultivate relationships between educator preparation programs and districts to recruit diverse talent.

For instance, partnerships with alternative certi fication programs can assist schools with access to nontraditionally trained teachers that would serve minority groups.

2. INTENTIONAL RECRUITMENT AND PLACEMENT

Education leaders should factor in a school’s organiza tional conditions and diverse needs and use the data to place new educators.

For instance, schools with poor leadership that lack an equitable culture would require diverse talent to strengthen the overall leadership.

3. EARLY HIRING

Institutions should start hiring early to access diverse educators, as many in-demand teachers are usually available earlier in the year. Essentially, schools can hire more diverse teachers if they start recruiting early.

4. IMPROVE WORKING CONDITIONS

Poor working conditions will repel diverse candidates and cause high attrition of diverse educators in the school. Creating a positive working environment and giving the teachers mentoring support will promote an inclusive and diverse workforce and climate.

5. PARTNERSHIP WITH MINORITY-SERVING INSTITUTIONS (MSIs)

Districts should partner with MSIs to evaluate candi dates before applications are received. Schools and districts that have partnered with MSIs succeed in recruiting diverse teachers.

Education leaders play an instrumental role in implementing equitable practices in learning institu tions. Training superintendents amplifies their voice in addressing systemic educational inequities.

Recruiting diverse teachers provides education leaders with an opportunity to build equitable systems. 

To do …

Develop a definition of “equity” that will guide your internal and external thinking, actions, programs, policies, mission, beliefs, partnerships and com munications.

“Training is therefore a priority for the superintendents to develop their capacity as decision-makers to drive equitable districts.”

Lead with Impact and Transform Your School: How Principals Can Champion Change

BY MARSHA LYNN HUDSON, ED.S.

The principal’s role is of great importance and responsibility within the field of education. Principals are responsible for championing change, driving instructional improvement and setting the tone for their schools. To be successful in this role, principals must lead with impact.

Leading with impact isn’t easy, but it is essential for principals who want to transform their schools. By being a role model, building relationships and devel oping a shared vision, principals can champion change and create a positive, lasting impact in their schools.

Leading with impact means having a positive influ ence on those around you. Principals can profoundly impact the lives of their students, staff and commu

nity members. To lead with impact, principals must be passionate about their work and committed to making a difference in the lives of others. They must also be effective communicators, strong decision-makers and excellent problem-solvers.

There are many ways that principals can champion change in their schools. One way is by being a role model for others. Principals can set the tone for their schools by modeling the behavior they expect from their staff and students. They can also lead by example when it comes to instructional practices and profes sional development. Additionally, principals can use their positional power to advocate for change within their schools and districts. Another way that princi

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AUTHOR BIO: Marsha Lynn Hudson

Marsha Lynn Hudson is a college professor and educa tion consultant with over 30 years of teaching experience. Marsha is also a writer, author, speaker and trainer. She is the founder of Hudson Education Consultants, which offers signature programs to train educators how to use strategies that increase classroom engagement and diffusers to elimi nate behavior issues in the classroom. You may reach her at www.hudsoneducationconsultants.com.

pals can champion change is by building relationships with those around them.

Strong relationships are essential for effective leadership. By developing positive relationships with students, staff, parents and community members, principals can create a sense of trust and mutual respect. These relationships will also provide the foundation for open communication, which is critical for driving change.

If you’re a principal looking to transform your school, you can do a few things to get started. First,

assess your school’s current climate and culture. What are the strengths of your school? What areas need improvement? Next, develop a shared vision for your school with your staff. This vision should be based on the needs of your students and community. Finally, create a plan for how you will achieve this vision. Be sure to involve your staff in this process and allow them to support you.

With these tips, you can get started on your journey to transforming your school into a place where teach ers and students thrive! 

The Three C’s of Your School’s Success: Communication, Culture and Community

The success of a school depends on the leaders, the teachers and the community. Success means something different to all people. When it comes to the success of a school, the main concern for all involved should be the students. How can you make sure your school is successful? The importance of a school’s success cannot be overemphasized: A success ful outcome is the bedrock of every child’s future and the goal of every parent. When it comes to a school’s success, three key components play a role: communi cation, culture and community.

Leadership, teachers and school staff need to be on the same page regarding school success. They all play a role in how the school is run and how well students do. Communication is key in making sure everyone agrees on what the goals are. There must be open communication between school staff, leadership,

parents and community members.

Culture is another component of school success. The culture of a school should promote learning and respect. A positive school culture can make all the difference for students. It’s important for everyone to feel like they belong and are part of something bigger.

Community involvement is also essential for school success. When the community is involved in the school, it shows that its members care about the students and their education. Community involve ment can take many forms, from volunteering in the classroom to attending school events. It gives students a sense of pride and belonging.

By focusing on the three C’s, you can make sure your school is doing everything it can to help teachers feel empowered and help students enjoy the learning process — and that is what true school success looks like. 

“By developing positive relationships with students, staff, parents and community members, principals can create a sense of trust and mutual respect.”

Financial Planning: How to Achieve Financial Goals on a Teacher’s Salary

BY SCOTT GLENN, ED.D., M.B.A.

Success in life is about making choices and learning from them, realizing that each person is unique and that we all have a different path in life. Therefore, to have any success with money and investing, be true to yourself and know yourself. It is about the not-so-easy path of not being unduly influenced by the media and commercial world. To understand the trade-off of one’s decisions, the opportunity cost and the time value of money must be considered. Time value of money can be described as forthcoming money equivalent to current money when time is added. Opportunity cost involves making a

choice between exclusive options about how to make use of a resource. So often opportunity cost is about keeping only the one choice that one considers best for now.

Knowing how to make choices in line with one’s values can free up needed and wanted money, both in terms of current saving and investing for tomorrow. There are so many variables.

Consider Maslow’s pyramid of needs: physi ological, safety, love and belonging, esteem and self-actualization. Be careful not to confuse one’s wants with one’s needs. Being clear about what is a need will enable one to make the difficult

choices, often of being less extravagant. Wants are those extras that one can survive without.

We all need food, water, warmth and rest. No matter what we do in life, these are a daily part of our exis tence. We need to understand what will help keep us alive and safe but not be unnecessarily extravagant. Think nutritious food versus junk food. Think basic clothing versus branded clothing. Think transport and housing — both in terms of what is needed versus what is wanted. Overindulgence and extravagance now mean less for long-term investments and continued physical and emotional well-being.

Other Maslow needs are a sense of belonging, love and esteem. In terms of personal relationships, beware spending simply to please others. Love that requires an excessive need for prestige or accomplish ment comes at a high monetary cost: Overspending now leaves you with fewer opportunities later.

Life today can be completely enjoyed without going overboard. Always balance out income, savings and expenses, which involves a trade-off — opportu nity cost — with our daily financial decision-making

process. What one does today has a profound effect on tomorrow. Waste not today, invest for tomorrow and be sure to diversify financial vehicles to be safe. Consider investments in securities such as stocks, bonds, mutual funds, ETFs, real estate and proper use of a 401(k), 503(b), Roth IRA and various alterna tive investment ideas, including hot cryptocurrency, website flipping and various commodity investments. Balance every step of the way ensures long-term financial well-being. 

AUTHOR BIO: Dr. Scott Glenn

Dr. Glenn is known as an exceptional author who explores, dissects and reviews such topics as religion, education, diver sity, business, governmental facets and educational issues. A proud United States Marine, Dr. Glenn is a diverse individual with a well-rounded background that includes teaching and administration in both the private and public school sectors in secondary and postsecondary academia, coaching, a career in the military (United States Marines) as well as the enter tainment industry and involvement in sports.

The Side Hustle and How It Can Work for You

BY DR. SANTARVIS BROWN

One common myth regarding teaching is that teachers are paid for 12 months a year — even though they only work nine months.

The reality is that a teacher is paid for nine months of work but is given an option to stretch those nine months of salary into 12 months. It’s a catch-22: You can either not be paid for three months or reduce your paycheck by 25% each month so you receive money every month. The dynamics of a teacher’s salary are the reason why side hustles are so important to teachers.

THE SIDE HUSTLE

When I think of a side hustle, the first thought that comes to mind is college and a friend who was all about the hustle. He had two schools of thought on the side hustle:

1. The side hustle should generate passive income, and/or 2. Your side hustle should reduce monthly costs while earning you money.

PASSIVE INCOME SIDE HUSTLES

Passive income is income acquired with minimal effort. Passive income is great because you can continue earning income when you’re back to teach ing with little disruption to your career. Typically, any hours you put into the hustle is at your leisure.

PASSIVE INCOME HUSTLES:

• A vending machine route

• Selling digital goods and printouts (popular on Etsy)

• Selling handmade goods

• E-commerce thrift business

FREEBIE SIDE HUSTLES

The freebie side hustle is all about reducing your monthly expenses while at the same time creating an income stream. To find a freebie side hustle, turn to your spending. Do you stop by the coffee shop every morning? Do you eat at the same restaurant for lunch every day? Are you a movie fanatic?

The goal of the freebie hustle is to lower expenses

At a glance…

“The Side Hustle and How It Can Work for You” provides insight into two types of side hustles that teachers can man age with unique hours and inconsistent annual workdays. This article discusses passive income opportunities and what I call “freebie hustles.” Passive income hustles provide long-term income with minimal effort. And freebie hustles help to reduce expenses while also earning an additional income.

and earn income. For example, that $7 mocha you get every morning is about $200 a month. Get a job at a coffee shop, and you can eliminate that cost with a free mocha every day, as well as be paid for your work. Restaurants, movie theaters, game stores and coffee shops are all great ways to run this side hustle.

FREEBIE SIDE HUSTLES:

• A restaurant you regularly eat at

• A coffee shop

• A movie theater if you’re a movie buff

• Airbnb rental party manager

Teachers have one of the most challenging pay struc tures to maintain a workable lifestyle. And side hustles play as important a role as the school district in a teacher’s income. There are hundreds of side hustle opportunities available to you. But your goal is to find one that works for you with minimal work and consis tent income, or a hustle that reduces your expenses and improves your checking account balance. 

AUTHOR BIO: Dr. Santarvis Brown

Dr. Santarvis Brown is a scholar and changemaker who brings 20 years of experience in the education space. He is the President of Edu-Techure LLC, an education consultancy. He currently teaches leadership at the University of Virginia and Cornell University. He has earned numerous awards and recognition, including being noted as one of the Top 100 Global Leaders in Education, a Lifetime Achievement Award from President Biden, and an Innovator and Change Maker in Education Award.

“One common myth regard ing teaching is that teachers months a year — even though they only work nine months.”

On Becoming Faculty: Higher Education Fact and Fiction

BY DR. DENISE TALIAFERRO BASZILE

More than a few times, I have listened to people outside of the university talk about how wonderful it must be to have a job where you teach one or two classes a day. I always respond with a smile and then run down the list of other things faculty must do to both succeed in the university and help the university itself succeed. As a professor and an Associate Dean who has been navigating higher education for the past 25-plus years, I have prepared and supported many in their pursuit of the coveted faculty posi tion. I have recruited, participated in and led searches, and mentored plenty of folks on this journey. Over the years, the conversations I’ve had about the ins and outs of higher education have taught me that, nine times out of 10, the more you understand before landing a faculty position, the better.

So you’ve spent several years in the K-12 class

room or maybe as a school principal or both, and you are now entertaining the idea of taking your years of experience and wisdom to the college classroom. There are likely a whole set of assumptions driving your desire to become faculty at a college or university. From my expe rience, people’s assumptions about being faculty are always a little fact and a little fiction. Let’s see what’s mostly accurate or what’s mostly not.

ASSUMPTION #1: YOU HAVE TO HAVE A PH.D. TO BE FACULTY AT A COLLEGE OR UNIVERSITY.

While most faculty at four-year colleges and universities have a Ph.D., there are several faculty who may not have one. The overall rule in most universities is that you must have completed at least one degree higher than the one your students are seeking. As such, there are faculty with Master’s degrees who, for instance, teach undergraduate

Photo courtsey of Kent State University

courses. Another important aspect of this is that some times, especially in professional fields like education, what’s needed is a faculty person who has several years of experience in school-based practice rather than one who has mostly professional research experience.

ASSUMPTION #2: INTERVIEWING FOR A FACULTY POSITION IS JUST LIKE INTERVIEWING FOR OTHER EDUCATION-RELATED POSITIONS.

What the interview process looks like will depend on the position, the particular institution’s search protocols and the home department’s interview process. There are a variety of faculty positions in the university that include adjunct faculty, visiting faculty, clinical faculty and tenure-track faculty. Adjunct faculty are part-time educators and hired on a per-course basis. These faculty usually have a basic interview with the department chair. Most other faculty positions require at least a two-day on-campus interview process, which typically includes several rounds of conversations with a variety of faculty, staff and students; a candidate’s research and/or teach ing presentation; and an opportunity for the candidate to ask questions and perhaps tour the campus. However, since the outset of COVID-19, many universities are conducting their interview processes virtually.

ASSUMPTION #3: HIGHER EDUCATION FACULTY SALARIES ARE HIGHER THAN K-12 SALARIES.

This is not necessarily accurate. Again, it depends on what kind of faculty position you’re seeking and what kind of K-12 job you may be leaving behind. Theoretically, the highest-paying entry-level faculty position in the university is usually the assistant professor position, which requires a Ph.D. or some other terminal degree. If you are seeking a position without the Ph.D. and based on your years of expe rience in practice, then you may be surprised to find that these faculty positions are often paying signifi cantly less than K-12 administrative or teaching positions with many years of tenure.

ASSUMPTION #4: IT’S EASIER TO TEACH AT THE COLLEGE LEVEL THAN AT THE K-12 LEVEL.

This also is not necessarily true. Of course, it depends on many factors. Teaching is challenging work regard less of the context; depending on the student group,

the challenges are different. When I started teaching graduate students, for instance, I tried to use the same structure I emphasize in undergraduate classes. It took me some time to realize that less structure was more advantageous for graduate students. A better way to think through this one is to know that every group of students is unique, so if you want to teach them well, take some time to get to know them first and then adjust your approach accordingly.

ASSUMPTION #5: TEACHING IS THE ONLY RESPONSIBILITY THAT COLLEGE AND UNIVERSITY FACULTY HAVE.

Once again, it depends on 1) the type of institution you are considering, and 2) the type of faculty position you are pursuing. Adjunct and visiting faculty primar ily have teaching responsibilities. Clinical faculty usually have significant teaching and service respon sibilities. Tenure-track faculty have responsibilities in teaching, research and service. However, whether the institution is primarily a teaching institution or one where research is also a major part of its profile will impact these expectations. Another important thing to remember is that the university or college greatly depends on faculty service on committees, curricu lum development and all kinds of strategic initiatives that help the institution continue to evolve and inno vate to keep pace with changing demographics and societal circumstances. The key is to learn how to best align your teaching, service and/or research such that they support one another.

These are some of the most common assumptions that people have when they pursue a faculty position in higher education. Thinking and talking through these four assumptions should help you generate a list of questions to ask before, during and even following the faculty search and interview process. Good luck! 

AUTHOR BIO: Denise Taliaferro Baszile

Dr. Taliaferro Baszile is the Associate Dean of Diversity and Student Experience for the College of Education, Health, and Society at Miami University. She is an internationally renowned scholar in the field of education, particularly the area of curriculum studies, and has been honored with the 2022 Benjamin Harrison Medallion.

How to Find Fully Funded Ph.D. and Master’s Programs in Any Discipline

BY DR. VICKI JOHNSON

WHAT ARE “FULLY FUNDED” PH.D. AND MASTER’S PROGRAMS?

Fully funded Ph.D. and Master’s programs are graduate programs that offer all or more accepted students a full funding package at acceptance. Full funding typically comes in the form of a graduate assistantship, which is a part-time job with the university that includes a stipend (aka salary) for 10-20 hours per week of research and teaching support and the employment benefit of a full tuition waiver. A graduate assistantship for a two-year Master’s program can have a value of $75,000 or more. A graduate assistantship for a five-year Ph.D. program can have a value ranging from $250,000 to more than $400,000! Needless

to say, these are extremely valuable opportuni ties. You will primarily see full funding offered in full-time, on-campus, research-based gradu ate programs. (At this time, online and part-time graduate programs rarely ever offer graduate assistantships, but this may change!)

HOW DO I FIND FULLY FUNDED PH.D. AND MASTER’S PROGRAMS IN MY DISCIPLINE?

At ProFellow.com, we offer a free database where you can search and bookmark hundreds of fully funded Ph.D. and Master’s programs, as well as professional and academic fellowships. More are being added each week! To view these awesome opportunities, log in or sign up for a

AUTHOR BIO: ProFellow Founder Dr. Vicki Johnson

Dr. Vicki Johnson is Founder of ProFellow, the world’s leading online resource for professional and academic fellowships. She is a four-time fellow, top Ph.D. scholar, Fulbright recipient and award-winning social entrepreneur. She is the creator of the Fully Funded course and mentorship program for graduate school applicants seeking to find and win full funding for their Master’s or doctoral degree.

free ProFellow.com account to access the database: https://www.profellow.com. Be sure to sign up for the ProFellow mailing list when you join for announce ments about newly posted opportunities.

The ProFellow database currently lists more than 600 fully funded graduate programs, but there are still many more! To find fully funded Ph.D. programs, start with a Google search that includes: PhD + your target discipline + “full funding” (in quotations). For example, type in phd education “full funding” and press the search button. At the Master’s level, univer sity websites typically don’t mention “full funding”;

At a glance…

ProFellow Founder Dr. Vicki Johnson describes how you can find hundreds of “fully funded” Ph.D. and Master’s programs! Full funding includes a full tuition waiver and an annual stipend for the duration of your studies. These programs provide the opportunity to achieve your graduate degree without student debt.

they’re more likely to write that Master’s students can receive a graduate assistantship. Therefore, try this Google search: master’s + your target discipline + “Assistantships” (for example, type in master’s educa tion “Assistantships” and press the search button).

We hope you’ll join the ProFellow community — we are rooting for your success! 

Graduate Fellowships for Minorities

AAUW SELECTED PROFESSIONS FELLOWSHIPS

AAUW Selected Professions Fellowships provide opportunities for women to pursue graduate and first-professional degrees in architecture, computer and information sciences, engineering and math ematics, fields where women traditionally have been underrepresented and where the employment outlook and earnings potential are strong. To address the underrepresentation of women of color in prom ising professions and encourage cultural diversity in these areas, fellowships in business administra tion, law and medicine are also available, but only to women of color. Recipients must be U.S. citizens or permanent residents.

AMERICAN INDIAN GRADUATE CENTER FELLOWSHIP

Graduate fellowships are monetary awards made to American Indian and Alaska Native graduate or professional full-time, degree-seeking students currently enrolled in a university. AIGC administers a Bureau of Indian Education contract to provide financial assistance in the form of scholarships to eligible American Indian and Alaska Natives seeking undergraduate, graduate and professional degrees in science, technology, engineering and mathematics (STEM). The maximum amount of an undergraduate

award is up to $20,000, and the maximum amount of a graduate award is up to $30,000 in an academic year.

FORD FOUNDATION DISSERTATION FELLOWSHIPS

The Ford Fellowship seeks to increase the diversity of the nation’s college and university faculties by increas ing their ethnic and racial diversity. This fellowship provides one year of support to 30 individuals working to complete a dissertation leading to a Ph.D. or Sc.D. The awards will be made to individuals who have demonstrated superior academic achievement, are committed to a career in teaching and research at the college or university level and show promise. The fellowship pays a stipend of $21,000. Applicants must be citizens, nationals or permanent residents (holders of a Permanent Resident Card) of the United States.

GEM FELLOWSHIP: M.S. ENGINEERING AND SCIENCE FELLOWSHIP PROGRAM

The goals of the GEM fellowships are to increase the number of underrepresented minority students (African Americans, American Indians and Hispanic Americans) pursuing graduate degrees in engineering and natural science and to promote the benefits of a graduate degree within these industries. GEM M.S. Engineering Fellows receive a $4,000 living stipend

per full-time semester up to four semesters ($8,000 per academic year — three quarters), up to two paid summer internships with a GEM employer member, and full tuition and fees provided by a GEM univer sity member. Applicants must be a U.S. citizen or U.S. permanent resident.

MELLON MAYS UNDERGRADUATE FELLOWSHIP (MMUF)

The MMUF program aims to increase diversity in the faculty ranks of institutions of higher learning. The MMUF program is coordinated on each of its member campuses by faculty members and academic administrators who select their institution’s under graduate fellows, typically in the sophomore year. Fellows have demonstrated academic ability and an aspiration to pursue a doctoral degree in selected humanities, social sciences and physical sciences. The fellowship provides fellows with many forms of support, including regular, structured programming; faculty mentoring; term-time stipends for research activities; support for summer research and repay ment of undergraduate loans up to $10,000.

NBCC MINORITY FELLOWSHIP PROGRAM FOR MENTAL HEALTH COUNSELORS (MASTER’S)

These are fellowships of $10,000 for applicants study ing for a Master’s degree in mental health counseling. Eligible applicants must demonstrate knowledge of and experience with racially and ethnically diverse populations and commit to providing mental health services to underserved minority transition-age youth (16-25) populations. U.S. citizens and permanent resi dents are encouraged to apply, especially those from underrepresented minority groups in the field. Eligible applicants must be enrolled in an accredited counsel ing Master’s program at the time of application.

SREB-STATE DOCTORAL SCHOLARS PROGRAM

The program’s goal is to produce more minority Ph.D. students who seek careers as faculty on college campuses. The Doctoral Scholars Program provides multiple layers of support, including financial assis tance, academic/research funding, career counseling and job postings, scholar counseling and advocacy, a scholar directory for networking and recruiting, invitation to the annual Institute on Teaching and

At a glance…

Looking for ways to fund a graduate degree in a STEM field? These gradu ate fellowships are for minorities and women in graduate school and provide grants to increase diversity in fields including nursing, architecture, mental health and technology — among others!

Mentoring and continued early career support. The fellowship is open to minorities pursuing a Ph.D. who are U.S. citizens or who have permanent U.S. residency.

U.S. LATINO LEADERSHIP FELLOWSHIP

The U.S. Latino Leadership Fellowship is a game-chang ing opportunity for practitioners, scholars and activists ready to lead the transformation of U.S. Latino and other underserved communities. The fellowship aims to create sustainable changes and innovative ideas to revolutionize local and national policies toward these communities while also giving the fellow networking opportunities and leadership training. The fellowship is open to all Harvard Kennedy School graduate degree programs and includes full tuition, health insurance and a $25,000-per-year stipend for the degree’s duration.

HEALTH POLICY RESEARCH SCHOLARS

Health Policy Research Scholars is a national change leadership development opportunity for full-time doctoral students from underrepresented popula tions or historically disadvantaged backgrounds who are entering the first or second year of their doctoral program in any academic discipline, are training to be researchers and are interested in health policy research. The program is led by Johns Hopkins University, with participants completing their doctoral programs at their home institutions across the U.S. Participants will attend at least one annual gathering (travel funded by the program); participate in leadership development training, coursework and mentoring; and receive an annual stipend of up to $30,000 for up to four years. Participants are also eligible for a competitive disser tation grant of up to $10,000. 

Elevated.

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DO WHAT INSPIRES YOU

Earn your master’s in finance or business analytics at the Tippie College of Business.

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CALENDAR OF EVENTS

How New Features Facilitate Job Seekers and Employers at Virtual Job Fairs

BY RIDA STEPHEN

If you’re seeking a job or are on the lookout for the best talent, then virtual job fairs might be the perfect place to find your next job or your next hire. Hybrid and remote work have revo lutionized work culture, so virtual job fairs are your go-to.

HOW CAN YOU BENEFIT FROM VIRTUAL JOB FAIRS?

Want to know more? These insights can help find your next job or the right candidates by taking

advantage of virtual job fairs.

SEARCH EXHIBIT BOOTHS AND RÉSUMÉS AHEAD OF TIME

Virtual job fairs allow attendees access before the event goes live, so this is a great time to explore employers and craft your résumé.

Virtual job fairs do not restrict you by location, and you don’t have to worry about traveling or finding exhibit booths for the first time at the physical venue.

APPLY WITH ON-THE-SPOT APPLICATIONS

Recruiters exhibit job vacancies at virtual job fairs, and applicants benefit from these by applying on the spot to multiple positions.

If you’re looking for variety in your job search, you can browse recruiting booths, check job vacan cies or chat with employers to learn more about positions and apply to jobs with a single click.

BOOK MULTIPLE MEETINGS

Virtual job fairs provide networking options such as 1:1 appointments, chats and live Q&As for job seekers and employers to connect in real time.

You can book multiple meetings with just a tap on your device. Virtual job fairs also mean you can speak to multiple candidates and employers in a condensed time frame.

FILTER WITH USER SEARCH

The user search function is a search directory within the virtual event. It’s an effective way to search for desirable candi dates as well as look for recruiters.

You can employ user search to make informed decisions about candidates, filter profiles, short-list and interact with potential candidates and send invites for further discussion.

“Virtual job fairs allow attendees access before the event goes live, so this is a great time to explore employers and craft your résumés.”

CHECK FOR MATCHMAKING OPTIONS

Matchmaking connects people who have mutual interests — a powerful tool for candidates and employers searching for their next job or hire.

With matchmaking, you have the option to take conversations forward through audio, video or text chat.

a glance …

If you’re on the hunt to find a job or recruit candidates, virtual job fairs are the perfect place to start. With fea tures such as multiple 1:1, job search, one-click applications and matchmak ing, virtual job fairs are sure to benefit you, whether you’re a job seeker or an employer.

ENGAGE WITH ROUNDTABLES

Roundtables are yet another unique way of connect ing with like-minded users.

If the virtual job fair has roundtables, you can benefit by participating. Roundtables are an excellent way for you to engage with professionals, exchange information and carry interest-driven discussions.

Now that you have a clearer idea of how you can navigate your way through a virtual job fair, you’ll be prepared for the next one that piques your interest — and set yourself up for success. 

Rida Stephen is a Technical Content Writer at vFairs and has been part of the organization for over a year. She comes with three years of experience in content writing and has contrib uted to tech start-ups and development organizations.

“Virtual job fairs also mean you can speak to multiple candidates and employers in a condensed time frame.”

AUTHOR BIO: Rida Stephen

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