An Ongoing Record of Your Professional Life

Maintaining a teaching portfolio can serve a number of purposes. For example, it can provide a record of your background and teaching experience. It can help you reflect on your work with students. It can help you see your professional progress and growth. And it can keep all this information at your fingertips.

Create a teaching portfolio that is minimal and meaningful. Your portfolio might include some or all of the following:

• Your professional background
  
  
• Class descriptions: time, grades, and content
  
  
• Written examinations: National Teacher's Exam, state licensure test
  
  
• A personal statement of teaching philosophy and goals
  
  
• Documentation of what you've done to improve your teaching (e.g., a list of seminars you've attended)
  
  
• Implemented lesson plans, handouts, and notes
  
  
• Graded student work such as tests, quizzes, and class projects
  
  
• Videotape or audiotape of classroom lessons
  
  
• Colleague observation records
  
  
• Written reflections on teaching
  
  
• Photographs of bulletin boards, chalkboards, or projects

Related Links

» Looking Good on Paper -- Having a stellar résumé and portfolio will set you apart from the crowd. NEA, Tomorrow's Teachers (Spring 2005).

» Your Professional Papers -- A checklist of papers to file in a safe place. North Carolina Association of Educators.

Growth to Continue Over the Next Decade

The Bureau of Labor Statistics says that some of the fastest growing occupations over the next decade will be in health care, education, accounting, and computer services.

Employment Projections data (U.S. Department of Labor 2006) indicate that employment in education services will increase 32.5 percent over the 2004-2014 period.

Find out more about who will be sought after and why. Read Hot Jobs in the May 2006 issue of NEA Today.

10 Jobs Hiring the Most 2006 Grads

The economy is improving and that spells good news for the class of 2006.

In its 2006 spring salary survey, the National Association of Colleges and Employers ranked the top jobs for 2005-06 bachelor's degree graduates by the number of job offers reported.

The list includes Teaching—$30,377.

Job growth, retiring teachers, and high turnover are creating good opportunities for new graduates looking for teaching positions. Especially for graduates in special education, math, science, some foreign languages, and computer sciences, according to NEA President Reg Weaver.

Good teachers should have a strong command of the content they teach and have high expectations of kids, a good sense of humor, and a good dose of common sense, he said. "If you don’t believe every child can learn, don’t come into the profession. If you don’t care for kids, don't come into the profession. If you recognize that you have something really to offer the kids, come on in."

For more information, read the Careerbuilder.com article.

Try Teaching Abroad

Have you dreamed of teaching overseas? Then, you'll want to read about the opportunities these organizations provide.

AFS Intercultural Programs
AFS is a voluntary, international, non-governmental non-profit organization that offers exchange programs in 55 countries. Over 11,000 students, young adults, and teachers participate annually. Programs present a variety of choices, allowing participants to develop a program focus that meets their individual needs.
http://www.afs.org/AFSI/ 

European Council of International Schools
This non-profit membership organization helps recruit professional staff for international schools. The Web site includes resource contacts for heads of international schools.
http://www.ecis.org/

Fulbright Teacher Exchange Program
Qualified teachers participate in a one-year (sometimes one-semester) direct exchange of positions with teachers from other countries during an academic year. Or they may attend seminars abroad during the summer.
http://www.fulbrightexchanges.org/

Hands Across the Water
In this teacher exchange program, an American teacher spends several weeks in another country, living and working with a teacher, traveling with a small delegation of other American teachers.
http://www.eirc.org/content/global_connections/hands_across_water/

Japan Fulbright Memorial Fund Teacher Program
This program provides opportunities for U.S. primary and secondary school teachers and administrators for fully-funded short-term study programs in Japan.
http://www.iie.org/template.cfm?&template=/programs/fmf/overview.htm

Overseas Placement Service for Educators (University of Northern Iowa)
This program connects international K-12 schools with certified educators year round. Services offered include a recruiting fair, credential and referral services, and related publications.  http://www.uni.edu/placement/overseas/

Start with the Department of Ed Database

By clicking on a map of the United States, you can begin your search for information on any public school (approximately 93,000) or private school (approximately 29,000) in the Department of Education's 2001-2002 school year database. Get the school's address, find out how many students attend, and learn other school characteristics. Just click on a state, or choose one from the pull down menu beneath the map. Then select a city and click on the name of the school when the list appears.
http://nces.ed.gov/nceskids/school.asp

Top Clicks for Job Hunters

You need to look for a job. But where do you begin? To help you get started, we have selected three types of resources:

• Articles to help you find out where the jobs are and prepare for interviews.
  
  
• School and state data to help you get a better idea of the school environment at the schools you are considering as well as pay information for every state.
  
  
• Online resume services to help you send your resume to as many school districts as you wish -- electronically, and free.

Articles

» Find Out Where the Jobs Are
In "J is for Job," Kristen Loschert tells readers how the teacher job market stacks up. Teaching jobs still exist, and finding one isn't as hard as you think. You just have to know where to look. (NEA Today, March 2004)

» Quick Tips for Finding a Job
Scroll down to "Job Search Savvy," where Kristen Loschert offers readers keys to searching for a teaching job. (NEA Today, March 2004)

» Decide What You Need From a Job
In "Landing That First Job," Matt Simon talks about planning, preparation, and persistence -- and knowing what you want. (Tomorrow's Teachers 2003).   

» Stand Out in the Crowd
Teacher-author-consultants Harry and Rosemary Wong talk about how to get a teaching job in a tight market. (The Teacher.net Gazette 2003) 

» Prepare for the Interview
In "Job Hunting Tips," Kay Awalt, past president of ASCD, answers teachers most frequently asked job-hunting questions and tells teachers what to take to the interview. (ASCD Catalyst 1998)   

» Ace the Interview
In "Beating the Butterflies," sixth grade teacher Sharon Bertram offers five pieces of advice for acing the interview. (ASCD Catalyst 1998)      

School and State Data

» Gather Information About the School
Using a U.S. map and simple navigation, you can find facts about the school and district you are interested in -- location, type of school, number of students, number of teachers, and so on. (Department of Education) 

» What Teaching Jobs Pay in Each State 
Find out where the jobs are and what they pay. (NEA Student Program)

Online Resume Services

» Use Teachers-Teachers.com
Free services include a resume builder and cover letter tutorial to create and store your resume and cover letter online, an automated interview that prospective employers can listen to, the ability to specify states and subjects you want teaching jobs in, and e-mail notifications of teaching jobs.

» Use RNT Clearinghouse
Free services include access to teacher recruitment job banks and job postings nationwide and information on preparing for and conducting a job search. Web site also has books available for purchase. 

Updated June 2005.

from EducationWorld.com

This special edition of "In Front of the Whole Class" focuses on a challenge that often faces teachers in the summer -- relocating. Whether you are relocating or just would like some help in thinking about a potential relocation, you've come to the right place.

Your spouse walks through the door with a bottle of champagne and a huge smile, and you know what that means. You're moving! Your spouse just got a new job, and you're heading across the country to a new city, a new home, and a teaching job in a new school district.

After the initial excitement, the reality of what the impending move means begins to sink in. Your heart sinks. What will you need to do to prepare for the move? Will you need to be re-licensed to teach in a new state? Will your new school be a comfortable place to teach? What will the students be like? What about your seniority and your benefits? You've worked hard to get where you are today. Are you going to lose it all when you start over in a new school district?

THE RELOCATION BLUES

"In the fourth quarter of 2000, 26 percent of job-seeking managers and executives took positions in new cities," according to the Challenger Job Market Index, a quarterly survey of 3,000 discharged managers and executives conducted by the outplacement firm of Challenger, Gray, & Christmas, Inc. That figure represents a 30-percent increase from the first quarter of the year, when 20 percent relocated.

Now your spouse has been transferred -- and you've become part of that statistic!

"The spouse's getting a new job is one of the key reasons teachers relocate," David Haselkorn, president of the National Teacher Recruitment Clearinghouse, tells Education World.

"We call it the trailing spouse syndrome in the [relocation] industry," says David Slotwinski of the Employee Relocation Council, a Washington, D.C, trade organization.

Moving affects more than just your job -- it affects your entire family. Your children will say good-bye to their friends, their familiar classrooms, their favorite playgrounds and parks.

Relocation ranks among the three most-stressful events in life -- right alongside death of a spouse or loved one and divorce or separation. If you're the spouse of an uprooted business executive, you're feeling that stress right now!

PLAN THAT MOVE!

Cheer up! You can prepare your family for the move and keep stress to a minimum. First, sit down and talk to family members about their fears and expectations. Everyone will have different feelings about moving, and it's better to face them before they are blown out of proportion.

Begin to plan your move as soon as possible -- you're going to need every minute you can get! Even if you use a moving company, you still have personal items to pack, people to notify, and plenty of details to track. Try using an organizer, such as The Relocation Wizard, an online tool that can help you get organized. Enter basic information about your move, and the wizard will create a time line to help you keep track of all the relocation details. Give checklists to everyone in the family so that you're sure nothing is missed or left behind.

RELOCATION GOOD NEWS!

Don't despair -- there may be plenty of good news concerning your pending relocation. For example, your spouse's company may actually help you find a teaching job in your new location! A recent report states that "48 percent of organizations [responding to the report] have some type of support for employed spouses written into their formal policies," according to the Employee Relocation Council.

Many school districts actively recruit teachers from around the country. To find out whether your new location needs qualified teachers, check Teacher Shortage Areas. You will find lots of information there, including the areas of instruction most in demand in different parts of the country.

In some regions, school districts offer relocation bonuses to new teachers. If you're lucky enough to be moving to one of those districts, you may find incentive packages available to help with your move. Other districts offer credential shortcuts so you can qualify to teach quickly and get into a classroom as soon as possible.

Even if your spouse's company and the school districts near your new home don't offer moving incentives, you may find some online resources that will be of assistance. You'll find a handful listed in the Additional Resources section at the end of this article.

WHAT ABOUT YOUR PENSION AND BENEFITS?

When you land that new job, will you have to start at the bottom and work your way up the ladder again?

"To start all over again is a bitter pill," Haselkorn comments to Education World. Many teachers don't have to start all over. The State Higher Education Executive Officers (SHEEO) has issued a series of publications that support school districts across the country as they recruit and retain "accomplished teachers by facilitating their mobility across districts and states."

If your pension, benefits, and seniority don't transfer to your new district, Haselkorn suggests negotiating with the district. Many districts will work with teachers who are relocating and will transfer some or all of their seniority and benefits. Refer to the SHEEO resources for more tips and information on districts that will help facilitate your move.

GETTING THOSE CREDENTIALS

Now that you have the impending move under control, it's time to think about getting licensed in your new state. You can learn about the requirements for each state quickly and easily at 50 States' Certification Requirements. Some districts now accept National Board for Professional Teaching Standards (NBPTS) certification in place of local certification. If you're nationally certified, you may not have to get local credentials.

If your new district requires special classes for certification, you may be able to complete them before you move or shortly after arriving in your new home by taking online courses. Most state education boards have listings of distance-education classes that they accept for credentials. You can learn more about the requirements in your new state by visiting U.S. State Teacher Certification Offices.

NOW THAT YOU'RE SETTLING IN

You've gotten to the very best part of your move -- it's over! You've settled into your new home and your new school, and your spouse loves the new job. Now, sit back and take a well-deserved breather ... you did it!

ADDITIONAL 'MOVING' RESOURCES

The Internet offers many resources to help movers deal with the "relocation blues." Following are links to relocation tips and resources. You'll find resources related to salary and certification, finding a new job, and tools to help make a smooth move.

Salary and Certification Resources

The Salary Calculator
With this handy tool, you can calculate your current salary vs. your salary in your new location and find out the difference in the cost of living.

Finding a New Job

Education World: Education Employment Center
Visit our job-search resource first!

National Clearinghouse for Professions in Special Education (NCPSE)
If you're a special-education teacher, this site will help you find a job in your new location.

Job Fair Finder for Educators
This site includes a map of job fairs for teachers by state. Not all states are listed.

Private School Employment Network
If you're interested in working in a private school, this site can help you find openings.

K-12jobs.com
This job resource includes jobs at private and vocational schools.

Teachers-Teachers.com
This is a free placement service where you can search for jobs and post your résumé.

Jobs in Schools
This tool helps you find and screen school districts by geographical area.

Tools for a Smooth Move

Community Close Up
If you're wondering what your new community is like, you can find out all about it with this handy tool!

The School Report
This tool helps you learn more about the schools in your new home.

[Edited for broken links June 2006.]

© Copyright 2003, EducationWorld.com, used by permission.

By Gary Hopkins, Education World

Have a plan, a portfolio, and a good attitude! That's just some of the advice Education World's Principal Files principals have for soon-to-be college grads looking for their first teaching positions. Any educator who is involved in a job search will benefit from this advice from the people who are doing the hiring!

It's springtime -- and that means a new crop of teachers is out pounding the pavement. School principals are busy interviewing candidates for open positions. But what are those principals looking for? How can a new teacher prepare for an upcoming interview? Those are the questions we asked the experts -- the members of Education World's Principal Files team. Here's what those principals said! (Click here to see the list of Ed World principals who contributed to this story.)

Show and Tell with Portfolios
"A portfolio is a must," principal Betty Peltier tells Education World. "These days, if your college does not require one, assemble your own. Include pictures if you have them, student teaching experiences, in-services attended. Hiring principals are looking for teachers who are computer literate. If you are, show it off in your portfolio."

A thoughtfully prepared portfolio can clearly demonstrate a candidate's teaching philosophy, ability to reflect on progress as a beginning teacher, and ability to create an exciting learning environment for students, says principal Julie Ryan. "Even if you interview with someone who is not interested in looking through a portfolio, the process of preparing it will help you think through your strengths and areas where you need to grow," Ryan tells Education World.

"This comprehensive notebook gives us a chance to see actual data," adds Patricia Moncivais. "I have even heard of a student who did a PowerPoint presentation that featured lesson plans and interactive work done by the students."

Experience Is the Best Teacher
Though principal John Grady's advice might be a little late in coming for those who are about to don caps and gowns, it is advice that any future teacher might consider: "As the parent of a daughter who is an education major, my principal's advice is the same as my fatherly advice -- make the most of your student teaching experiences!"

Grady advises future teachers to "put in as much observation and classroom time as you can, and get it in more than one area. As a middle level educator, I would suggest that your student teaching experience include both the middle level and another level, be it elementary or high school. That might mean extra days and hours, but in the long run it will be to your benefit.

"Volunteer for extra duties," Grady adds. "Do what you can to get noticed. If you are the non-paid adviser to the talent show or the co-chair of a celebration of cultures, it gives you excellent experience and makes a principal pay attention to your candidacy."

Principal Les Potter looks at the variety of experiences a candidate has had too. "The best indicator of future success is past success," says Potter. Those experiences -- including student teaching, substituting, and volunteer experiences -- can give principals a sense for how that candidate will do in the classroom.

Jim Clark is part of a team that travels to universities across Alabama  in search of new teachers for schools in the city of Jasper. The key is to first decide what characteristics are needed in the candidate who will fill each opening, Clark tells Education World. Then Clark and his colleagues ask behavior-based interview questions. (See sidebar.) Behavior-based questions are designed to elicit information about past successes and problems, Clark says.

"The questions can be used to assess skills such as classroom management," adds Clark  . "They can also be used to assess characteristics such as adaptability, communication, risk-taking, and teamwork."

Have a Plan!
"My one piece of advice for a college grad looking for a teaching job would be to have a plan," Betty Luckett tells Education World. "One of the first things I ask candidates to do is to describe for me their classroom. What does it look like? What does it sound like? And, most important to me, what does it feel like? A person who is really interested in teaching already has a basic idea about some of things they'll do as teacher."

Bridget Sullivan asks potential teachers similar questions. "I listen to the candidate, and I look for common-sense perspectives," explains Sullivan. "I need to know that not only has that candidate learned a great deal about how to teach but has common sense to go with it. A new teacher has to be ready to teach from day one."

Sullivan looks for many things as she interviews, including these:

• Does the candidate describe center areas, displayed work, interactive spaces, or bulletin boards?
   
• Does the candidate describe seating for students in groups and an area for group meetings?
   
• What instructional style does she or he use?
   
• Does the candidate describe a constructivist process?

"A teacher tells me more about herself or himself in answering those question than in any others," Sullivan adds.

"I look for someone who has a classroom discipline plan," adds principal Marie Kostick. "I want to know if the candidate will attempt to resolve minor student conflicts in the classroom rather than be quick to send the student to the office."

Helene Dykes is looking for teachers-to-be with a plan too. "I have them review the six standards of the teaching profession  ["California Standards for the Teaching Profession," (PDF, 369K)] and prepare to answer questions relating to those standards," Dykes tells Education World. Those questions might include How do you plan to engage and support all students in learning? How do you assess learning? What ways are you planning to develop as a professional?

A Willingness to Learn Too
Some of Education World's Principal Files principals sounded a note of caution to teaching job prospectors. "I'd like to remind 'newbies' that they truly don't know everything and that they must remember to ask for help," principal Laura Crochet tells Education World.

Principal Judy Burt echoes Crochet's advice: "In the interview, don't act like you know it all already. You don't. You can't. As a seasoned interviewer, I much prefer to work with a candidate who openly admits to being a neophyte, who will embrace the idea of having a mentor or two, and who is willing to learn. In this profession, none of us ever knows it all, and we have to keep sharpening our own blades to keep up."

Cyndi Patterson also looks for signs that a candidate recognizes the need to learn more than college taught them. "I want to hear candidates say how excited they are about the upcoming first day and how much they know they will need a good master teacher to tutor and mentor them as they make those dreaded first-year mistakes," says Patterson. "They need to realize there will be mistakes."

"My advice to grads would be to remember that what they see in the classroom does not come from the books," adds Bonita Henderson. "Don't attempt to tie the children to a chapter in a textbook. Children are unpredictable."

Honesty Is the Best Policy
When it comes to interviewing, a number of Education World's principal advisers emphasized the importance of honesty. "Be honest during the interview about your capabilities," says principal Katrina Moore. "Don't make promises you cannot live up to."

"Don't try to answer what you 'think' the interviewer wants to hear," advises Norma Chenevert. "If you don't know the answer, say so. If that particular question is important to the district, offer to do research to find the answers; then add where and how you would go about finding answers."

Ralph Lowe looks for honesty too. "If the candidates have had a strong practicum experience, they should just be honest, direct. They should be able to articulate why they were successful -- and to provide evidence to support that they were first rate."

Initially, Lowe was hesitant to offer any advice to prospective teachers. "I don't want to teach these kids how to polish their interviewing skills. That just aides them in being able to 'fool us' during the interview process," explains Lowe. "We've all probably hired that polished, articulate prospect who turned out to be a lousy organizer or a terrible disciplinarian. I don't want a smoothy; I want a real person. Kids will be the first ones to see through a phony, and the administrator will pay a price for hiring that employee."

More Principal Pointers!
Show your love for children. "I look to see if a candidate has a natural love for kids," says Cyndi Patterson. "I believe I can help them learn to teach, but I cannot train someone to love what they do and who they do it with."

Share real stories. "Think of some very personal stories to share, perhaps a story about a student you helped or an outstanding lesson you taught," advises principal Deborah Harbin. "Personal anecdotes enable the interviewers to see into your heart." Harbin loves to see a few pictures of the applicant working with children as well.

Tell about your special skills. "Over the years of interviewing candidates for teaching positions, there are several critical questions that I always ask," explains Walter Lutz. "The most important question is Why should I hire you instead of the other 30 candidates who have applied?"

Principal Tim Messick asks a similar question. "Have a specialty in which you have additional training, experience, or skill," recommends Messick. "Be articulate in what you will bring to our program. Share your gifts, talents, and strengths."

Be a team player. "We want colleagues who are able team members -- who are willing to participate, are eager to grow and learn, and have a positive and enthusiastic approach to this wonderful profession," says Tim Messick.

Marie Kostick concurs: "One of the most important things that I look for is someone who is willing to be a team player, someone who does not have his or her own agenda, someone who is excited about teaching and about children, someone who is not afraid to take on a challenge or accept a couple of extra duties."

Project confidence. "Go into the interview with confidence in your ability. Project confidence and enthusiasm." That advice is from Les Potter.

John Welsh adds, "Come to the interview with the offer to teach in the school. That's right! Be prepared to offer your service that day as a substitute," explains Welsh. "Be anxious for the administrator to see you perform. Be willing to 'strut your stuff.' Be confident about your ability to teach and manage a classroom."

Do your homework. Know something about the school and the community where you are applying before the interview, advises Larry Green. "Don't go in cold, as if you are applying generically to any school that has an opening."

Brian Hazeltine agrees. "Doing your homework will impress the interviewer. Find out about the philosophy of the school to which you are applying. Are you looking for a place to earn money or a place to develop as a teacher and launch your career? Don't try to make yourself a 'fit' if you really aren't."

Principal Bobby Templeton advises, "Remember that you are interviewing the school too. Be prepared with questions and know as much about the school as you can before you sign on the dotted line."

Mary Ellen Imbo suggests that candidates request literature about the district before interviewing there. "That literature will help the candidate answer questions on the applications. It will provide clues about approaches to curriculum, such as reading instruction. What students learn in college is not necessarily what districts are doing," says Imbo, who knows firsthand about the importance of research because she has moved frequently over the years.

Carefully prepare that application! "I believe that prospective teachers should pay particular attention to their application packages," recommends Jon Romeo. "Incomplete packages, missing paperwork, or sloppy resumes really standout in a negative way!"

Brian Hazeltine adds, "Don't waste time submitting resumes with spelling errors and cover letters with spelling errors -- including my name. My name isn't spelled B-r-a-i-n!

Be a skillful teacher of reading. "I think any aspiring teacher would have a big advantage if he or she were able to articulate a philosophy related to the teaching of reading and an understanding of research-based methodologies," says Lyn McCarty. "That is critical in elementary school, of course. But in secondary schools ... we are finding ourselves rethinking how much of the time traditionally spent teaching core content can be shifted over to the direct instruction of functional reading in all of our classrooms. ..."

The First Job Sets the Tone!
In many parts of the country, teachers are in short supply. That means that a candidate for a teaching job can take a little time to find a job that "fits" well. "Remember that your first job really determines much of your professional direction and philosophy," advises Bobby Templeton.

Janell Logue-Belden recommends to candidates, "Speak as much as you can about how you can adapt lessons for special education students, and use examples of how you do or would do things when answering questions."

Les Potter has some additional advice too:

• Have diploma will travel.... Be willing to go where the jobs are!
   
• Dress and look professional.
   
• Make sure you have good references who are reachable.

Finally, have a positive attitude. "Don't listen to all of the bad press and negativity about the profession," adds Bobby Templeton. "The job really is a good one."

© Copyright 2004 EducationWorld.com, used with permission.

Tailoring Your Skills to Their Needs

Previously published in Tomorrow's Teachers

NEA member Stephanie Urlage (Kentucky) says that landing the right teaching job requires good research on the market and a good portfolio.

Urlage did her own research, securing help from the Kentucky Education Association and NEA. She used the resources and information to create her own portfolio and get the job she wanted.

A good portfolio need not be a 3-inch binder that includes everything you've done in school and student teaching. In fact, don't bury your skills in an armload of papers. Be selective about the work you show prospective school hiring committees.

As you prepare for the job hunt, take time to research the schools where you want to teach and match your skills with the skills each school is seeking. By asking about the demographics and special programs unique to the school, Urlage customized her portfolio and stood out from other applicants. "I had a different portfolio for almost every interview, tailoring my skills with their needs.

What else do new teachers need? "Confidence, flexibility," says Urlage. Don't get discouraged. I applied for 46 jobs in Kentucky, 13 in Maryland. I ended up near where I wanted to live."

More Tips to Get You Going
Don’t know how to begin? These tips will get you going:

• Use the Internet in your job search. Many sites help you prepare your resume and detail the most frequently asked questions in teacher interviews. Others post teacher vacancies.
  
• Consider a certificate in a specialty area – like science, math, special or bilingual education – where there is a constant demand for new teachers.
  
• Don't rule out relocating.
  
• Keep a journal of your student teaching experiences and use the journal to reflect on what you've learned.
  
• Make sure you have good references. List your student teaching references, professors, academic advisors, and counselors. Did you tutor another student? Did you do volunteer work? List the people supervising you. Don't forget to include addresses and phone numbers.
  
• Before interviewing, list your beliefs on a piece of paper (for example: I believe the classroom should be student centered, not teacher centered). Also answer the question: What makes a good teacher? Use these exercises to help develop your philosophy of teaching.
  
• The following are ideal portfolio pieces: lesson plans, proof of student learning, and photos of interaction with students. Better yet, include a video of yourself in front of the classroom.
  
• Share your portfolio with a trusted educator, like your cooperating teacher or academic advisor. Ask for feedback on the portfolio's clarity. Taking this step will also give you an opportunity to discuss your strengths before that all-important interview.

Resources

Teachers-Teachers.com
www.teachers-teachers.com
Speed up your job search with this free service that allows you to post your résumé and cover letters online, search for jobs by location, receive notices by e-mail about available teaching positions, view school Web sites, and send application materials electronically. You can even record an interview that hiring schools and districts can review.

Educator's Job Search
Educator's Job Search: The Ultimate Guide to Finding Positions in Education.
This interactive guide can help you identify and promote your educational strengths, write an impressive resume, master job interviews, maintain a job network, stay motivated, and evaluate job offers. ($10, from NEA Professional Library, 1993)

School Locator
http://Nces.ed.gov/ccdweb/school
The U.S. Department of Education's National Center for Education Statistics provides an online national public school and school district locator.

K-12 Jobs
www.k12jobs.com
This site posts job opportunities available at K-12 schools around the nation and also provides nice links to each state licensure/certification office.

Great Teacher.Net
www.greatteacher.net
This site offers job postings, plus direct links to most subject area organizations and state education employment offices. Nominal fee.

Teachers.Net
www.teachers.net/jobs
Teachers.Net has now created the Teachers.Net Career Center, offering job search advice, a networking service, and a free job posting service for school districts. It's a good source of practical information.

Related Link

Landing That First Job - Planning, preparation, and persistence can snag you that primo paycheck. From NEA Today (May 2003).

Source: Tomorrow's Teachers 2000.

Differentiating Yourself from the Rest of the Pack

To get a teaching job these days, you have to stand out in the crowd, say Harry and Rosemary Wong in their May 2003 article in The Teacher.net Gazette.

You're graduating from college and you want a teaching job. Yet, you've heard all this talk about tight budgets and teachers being given pink slips.

Thanks to the Internet, you can actually find jobs, complete applications online, and even find out about the district that will be interviewing you.

It is essential that you differentiate yourself from the rest of the pack.

In this article, the Wongs offer tips to help you do just that.

http://teachers.net/gazette/MAY03/wong.html

Interviewing for a Teaching Position

By Kay Awalt, originally published in ASCD Catalyst

What is your biggest concern about interviewing for a teaching position?

Education students at Elmhurst College (Illinois) listed their questions and shared their anxieties about how to obtain a job, and we asked Kay Awalt -- a former elementary school principal and current associate superintendent of Franklin Special School District in Franklin, Tennessee -- to respond.

When is the best time to send my résumé?
You may need to send your résumé several times. As a general rule, send a copy in the spring and follow up with a phone call at the beginning of summer. Call the district to obtain a teaching position application. Photocopy it and use the copy as a draft. After completing the draft, ask someone to proofread it. Make sure the application is neat; if you cannot type it, print clearly with black or blue ink. Make sure your résumé has no misspelled words, typos, or corrections made by hand, and that it is well organized.

Where can I obtain information about the district prior to my interview, and to whom should I address my résumé?
It is very important to find out as much as possible about the district before your interview, and your research will tell you to whom you should send your résumé. For example, my district actually includes two school districts. One district conducts initial interviews at the central office, and the other depends on its principals to oversee interviewing. Obviously, in the first district, you would send your résumé to the personnel director, and in the other you would address it to the principal of the school.

Your best information about the district will come from teachers or friends of teachers who work there. However, schools and school districts usually welcome brief calls from individuals who ask pertinent questions regarding hiring procedures. School secretaries are good sources of information about hiring practices. Remember that a school's first impression of you often comes from the school office, so be courteous and professional when you call or visit.

How can I deal with nervous tendencies such as mumbling and speaking quickly?
Use all the techniques for stress management that you know. Stop, take several deep breaths, pause, and think clearly before answering each question. In an interview, I would rather that a person take a few seconds to organize his or her thoughts rather than say the first thing that comes to mind to fill the silence. Remember that everyone in the room has been through an interview at one time. Teachers tend to be sympathetic toward new teachers -- they remember what the process is like and are compassionate about what you are experiencing. Attitude is everything in an interview. Be positive and open and show that you care about children. And don't forget that practicing your answers to questions in front of a mirror is a great way to prepare!

What if I don't have enough experience and won't be able to impress them?
The bottom line is that you don't have the experience, so be honest about it. Show that you are open to mentoring and be ready to describe your success stories with children, either in or out of the classroom.

Should I ask any questions?
Be careful about what you ask. Inquiring about how the school is organized and its curriculum is appropriate, but too many questions about money and vacation time won't impress your interviewers.

Which theorists should I refer to when asked about my methodology?
This is where your research about the district becomes important. If you are a "whole language person," you probably need not apply to a district that focuses on phonics. However, most schools and districts use a mixture of methodologies. Teachers and principals don't expect a new teacher to know everything about each methodology. If you can show that you have some knowledge of the methodology, plus a desire to learn all you can about it after you are hired, the school personnel will view you in a positive light.

How can I get up-to-date on education terms?
Be very careful with this one. The first interview that teachers participated in at my former school was for a special education position. One applicant used a lot of jargon. Neither the teachers nor I were impressed. It's best to speak clearly and simply about your views toward children and your desire to help them learn.

How important are first impressions?
First impressions are very difficult to change. How you dress for the interview will speak volumes. When in doubt, always rely on a conservative approach. A navy, gray, or black suit is always acceptable.

What if I'm not able to answer all the questions I'm asked?
Everyone would like to know the answers to each question. However, I would rather that applicants be honest in their answers. A willingness to learn is a desirable trait in the teaching field.

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Kay Awalt is associate superintendent of Franklin Special School District in Franklin, Tennessee. She is a member of ASCD's Executive Council and is the executive secretary of Tennessee ASCD. Carole Hillman, faculty advisor of Elmhurst College ASCD and an assistant professor of education, helped compile these questions from her students.

What to Take to the Interview

Things to Take

• A positive attitude. Attitude is everything! Be positive and open and show your compassion for children.
  
  
• Confidence. A good way to boost your confidence is to practice answering interview questions in front of a mirror or with a friend before the interview. Make sure you are rested and alert on the day of the interview.
  
  
• Your portfolio. However, be aware that the interviewers may be more interested in your responses to their questions than in the portfolio. If you have time to show your portfolio, focus on the items that indicate how well you work with children.
  
  
• Your technology portfolio. Of all the materials you could bring to the interview, this would probably be the most impressive. Schools are looking for teachers with technology experience. Even if you don't have a technology portfolio, make sure your résumé shows your background in technology. But be honest. Too many résumés include "padding," which is usually uncovered during the interview and reference checks.

Things to Leave at Home

• Photographs, award certificates, transcripts, scholarship awards, letters of recommendation. More than likely, the application form will ask for information on these items. Bringing them to the interview could leave the impression that you are bragging.

When in Doubt...

If you aren't sure if you should take a specific item, ask the school or district representative what you should bring when he or she calls to arrange the interview. Some questionable items include:

• Goals 2000 materials. Do background research on the district before you even ask about this. Some districts are very much opposed to Goals 2000.
  
  
• A videotape of yourself teaching a lesson. If you do bring a video, make sure it's only a few minutes long. Don't be upset if you don't have time to show it. Ask your interviewers if you can leave it with them to watch at their convenience and arrange a time to retrieve it.

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Kay Awalt, past president of ASCD.

Source: "Q & A: Job Hunting Tips" and "What to Take to the Interview." From "Beating the Butterflies: How to Interview for Your First Teaching Job." ASCD Catalyst (Winter 1998).

For more information on professional development and educational leadership, visit the ASCD Web site.

Copyright © 1998 by Association for Supervision and Curriculum Development, republished by permission.

How to Interview for Your First Teaching Job

By Sharon Bertram, originally published in ASCD Catalyst

I'll never forget my first job interview. It was for a teaching position at an elementary school in my hometown.

I was very excited and scared, but I assumed I had an "in" because I knew many people in the district. I felt confident that the interview would be a breeze.

I had prepared well for my interview. I had been practicing interview questions in front of my mirror for days. I wore my navy blue suit and took my portfolio and examples of lessons I had taught during student teaching. There was no way I would not ace this interview.

After arriving at the school about a half an hour early, I waited anxiously in the office. The secretaries told me not to be nervous. "Just be yourself," they advised. When the time for my interview came, I was so nervous I didn't think I could answer any questions. Inside the interview room, five people sat at a round table: two teachers, two principals, and a member of the school board. I had been told there would only be three people at the interview, and was overwhelmed by the presence of additional interviewers.

Once the interviewers started asking questions, however, I answered with ease. Everyone smiled and we even joked. After they were finished posing questions, the interviewers told me they would call me in two weeks. Two years later, I'm still waiting for the call! I eventually found out that it was my lack of experience that kept me from getting the job offer -- so much for my connections.

Some Practical Advice
I share my first interviewing experience with you because many beginning teachers looking for a teaching position experience similar feelings of anxiety and frustration. Fortunately, I had more interviews after the first one, and each time I learned more about how to act and what to say. My efforts paid off, and I now teach 6th grade language arts in an excellent school district.

Based on my experience, here is some advice for those of you who will soon be entering the job market:

• Despite my initial experience, it does help if you know someone in the district. If you know teachers, aides, board members, or other folks who work in the district, ask them if they feel comfortable putting in a good word for you with the principal. You can also find out if they will write letters of recommendation. Don't be shy about telling your professors, family, and friends that you are looking for a teaching position. The more networking you do, the more opportunities you will create.
  
  
• If you are not familiar with people in a district where you would like to teach, try to become involved in the district in some way. Consider substitute teaching. I did this in several districts and because of my experiences as a substitute, I was invited to many interviews. Substituting also gives you some perspective on what the district expects teachers to teach at each grade level and lets you observe how students at different age levels behave and learn. You also get the chance to investigate different schools and districts to see if you want to work in them.
  
  
• Dress for success. First impressions are important. Most principals dress in a suit every day, so it's important to arrive for the interview looking equally professional. Wearing a conservative navy or black suit works well. You should look neat, but comfortable.
  
  
• It's important to present yourself as a compassionate, sensitive, and tough individual -- all at the same time. Administrators look for candidates who are sensitive to childrens' needs. But they also want someone who can manage a classroom. Whether you teach 1st, 7th, or 12th grade, you need to know how to manage time and activities in the classroom to engage your students. No matter how many impressive lesson plans you have in your portfolio or how many extracurricular activities you have been involved in, you must prove that you possess sound classroom management skills.
  
  
• Be yourself. Principals are savvy and recognize teaching candidates who will become successful teachers. Most principals have interviewed many teachers and have been on many interviews themselves. Portray yourself as the professional teacher you are. You will be a much more credible candidate if you let your personality and confidence shine.

Interviewing can be stressful and intimidating. However, you must do it to get a job. Since graduating from college, I have been on dozens of interviews. I prepare the same way each time, but always get butterflies in my stomach. Once I'm in the interview, however, I calm down. I'm sure you will have the same experience if you prepare and have confidence in your ability to be a good teacher.

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Sharon Bertram teaches 6th grade language arts at Memorial Junior School in Whippany, New Jersey, and is president of Kean University ASCD.

Source: Sharon Bertram. "Beating the Butterflies: How to Interview for Your First Teaching Job." ASCD Catalyst (Winter 1998).

Visit the ASCD Web site for information on professional development and educational and classroom leadership.

Copyright © 1998 by Association for Supervision and Curriculum Development, republished by permission.