Getting Hired Tt Day 1


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  • Getting Hired Tt Day 1

    1. 1. Finding a Teaching Job How ACP Candidates Get Hired
    2. 2. Where to Look <ul><li>Job Fairs </li></ul><ul><li>District websites </li></ul><ul><li>Newspapers </li></ul><ul><li>Word of mouth </li></ul>
    3. 3. The Application <ul><li>The profile </li></ul><ul><li>The attachments </li></ul><ul><li>The survey </li></ul><ul><li>Attach your application to a specific job </li></ul>
    4. 4. The Job Fair <ul><li>Attire </li></ul><ul><li>Resume </li></ul><ul><li>General interview </li></ul><ul><li>Specific interview </li></ul>
    5. 5. What You Should Know <ul><li>Information about district- AEIS report from Texas Education Agency website </li></ul><ul><li>Information about community </li></ul><ul><li>Make a few phone calls. </li></ul><ul><li>Check out the district’s and school’s web site. </li></ul>
    6. 6. The Portfolio <ul><li>Portfolios provide a means of presenting a collection of work, and sharing that collection with others. </li></ul><ul><li>Portfolios are used for many purposes in learning and assessment such as displaying achievements and progress, showcasing experiences and collections of work, or collecting self-reflection. </li></ul>
    7. 7. What are some characteristics of effective portfolios? <ul><li>Structured </li></ul><ul><li>A structured portfolio should be organized, complete, and creative in its presentation. Some questions for you to think about might be: Is my portfolio neat? Are the contents displayed in an organized fashion? Are the contents representative for the purpose that it is intended? </li></ul>
    8. 8. What are some characteristics of effective portfolios? <ul><li>Representative </li></ul><ul><li>In addition to being structured, a portfolio should also be comprehensive. The documentation should represent the scope of one's work. </li></ul>
    9. 9. What are some characteristics of effective portfolios? <ul><li>Selective </li></ul><ul><li>The natural tendency for anyone preparing a portfolio is wanting to document everything. However, if a portfolio is being used for a prospective job, or for summative or formative purposes, careful attention should be given to conciseness and selectivity in order to appropriately document one's work. Limit the contents of your portfolio to what is required by the reviewer while also keeping the purpose in mind. </li></ul>
    10. 10. What are some key functions of a teaching portfolio? <ul><li>It is a way to collect evidence of your teaching ability. </li></ul><ul><li>It provides the reader with a context for your teaching. </li></ul><ul><li>It provides summary data on your teaching in a simple, readable format. </li></ul><ul><li>It is focused on quality, not quantity. </li></ul>
    11. 11. What are some key functions of a teaching portfolio? <ul><li>It is organized and its various sections relate to each other. </li></ul><ul><li>It is an ever-changing, living document. </li></ul><ul><li>It allows for self-reflection. </li></ul><ul><li>It provides an opportunity to be unique and showcase your personal style of teaching. </li></ul>
    12. 12. What are some key functions of a teaching portfolio? <ul><li>And most importantly for ACP candidates… </li></ul><ul><li>IT HELPS YOU GET HIRED!!! </li></ul>
    13. 13. How does your portfolio get used in the job application process? <ul><li>If it’s short enough and you have multiple copies give a copy to principals at schools where you really want to get hired. Along with a short cover letter that introduces yourself and tells why you want to work at that particular school. </li></ul><ul><li>Take it with you to the job interview and refer to it. </li></ul>
    14. 14. What goes into a portfolio? <ul><li>statement of teaching philosophy, </li></ul><ul><li>description of teaching experience (responsibilities), </li></ul><ul><li>teaching artifacts: sample course syllabi, lesson plans, rules, procedures, assignments, assessments, </li></ul><ul><li>evidence of teaching effectiveness: summary of student feedback, department evaluations, </li></ul><ul><li>teaching awards and recognition, </li></ul><ul><li>professional development efforts. </li></ul>
    15. 15. Sample Teaching Portfolio Table of Contents <ul><li>Curriculum Vitae </li></ul><ul><li>Teaching Philosophy </li></ul><ul><li>Representative Rules, Procedures, Lesson Plans, and Exams. </li></ul><ul><li>Evidence of Actual Teaching (Pictures, Video Tapes, Student Work, etc.) </li></ul><ul><li>Teaching Goals </li></ul><ul><li>Awards/Letters of Recommendation </li></ul>
    16. 16. Be ready to answer these questions about your portfolio… <ul><li>Why did you include it in the portfolio? </li></ul><ul><li>How did you use it in the classroom? </li></ul><ul><li>How do you know that it was effective, i.e. that your students learned as a result? </li></ul><ul><li>How has your teaching changed as a result? </li></ul><ul><li>What have you learned about yourself as a teacher? </li></ul>
    17. 17. Sample Philosophy of Education <ul><li>I love being a student. There are few things that thrill me as much as learning new ideas and stretching the bounds of my knowledge of the world. Throughout my student life, I have always admired teachers because I saw them playing an invaluable role as facilitators in the process of learning. As the daughter of two teachers, I was always proud of my parents and the role they played in the lives of their students. I always assumed it was the combination of their dynamic personalities, their knowledge, and their humor that made them wonderful teachers. Because I am similar to my parents, I always assumed that teaching would come naturally to me. When I was eighteen, I led my first class at an academic summer camp and I was literally overwhelmed with the difficulty of teaching. I had no idea how much preparation goes into a one-hour lecture or how much patience it takes to manage a classroom. This experience was important because it taught me that I love teaching, but it also gave me a healthy respect for the work that goes into creating both the materials for and the environment of a classroom. </li></ul>
    18. 18. <ul><li>I believe that my skills as an instructor are constantly evolving. Over the past two years, I have watched at least six other instructors teach. I enjoy going to watch other instructors because I believe that all other teachers can teach me something through their skills and strengths that are often different from my own. A fellow instructor asked me why I still observed others, as this is typically something only done by new instructors. I struggled to respond to this question because I think experienced teachers, as well as new teachers, can benefit from watching others. I believe that my surprise at the other instructor’s question really illustrates my general attitude toward teaching. I do not think of teachers as “good” or “bad”; for me, the measure of a teacher’s success is whether or not he or she is working to improve. One of my goals as a teacher is to never take my teaching skills for granted. To that end, I treat each group of students as a new set of teachers who can help me learn how to better meet the needs of students in the future. </li></ul>
    19. 19. <ul><li>I have also been selected to facilitate workshops in the Psychology Department for other instructors on leading classroom discussions and grading papers. This summer, I was selected by the Psychology Department to serve as the graduate TA for the practicum component of the summer teaching course in psychology (Psychology 852). In this role, I will provide feedback to new instructors on their lecture preparation strategies and presentation style. At the university level, I participated in the Office of Faculty and TA Development’s New TA Orientation in the fall of 2004. At this university-wide program, I led sessions on managing the classroom, developing effective presentation skills, preparing for the first day, and teaching for an inclusive classroom. I will participate in this New TA Orientation program again in 2005 as both a facilitator of individual sessions and as the keynote speaker. I have found professional development opportunities very helpful in my own teaching, and feel strongly in giving back to those programs whenever I can. </li></ul>
    20. 20. <ul><li>There are several overarching goals that I have for my classroom, all of which are based on my beliefs about how students learn. First, I believe that students learn the best when they feel comfortable. As a result, I always try to create the kind of classroom where students know I am excited to teach them and an environment in which students feel encouraged to participate. I am genuinely interested in the lives of my students and I try to express this to them. For instance, I like to arrive to class fifteen minutes early and play music while talking to my students about their week. Many students have commented that such conversations put them at ease. I also believe that it is important to be explicit about my desire to make sure they are having a good experience in my classroom. I invite them to share their concerns with me at any time and I stress the importance of my mid-term evaluations as an opportunity for students to help me tailor the class environment to their needs. I begin my class each quarter with a discussion of the importance of respect in our classroom, which enables me to facilitate discussions in such a way that students are more likely to be respectful of each other. Another way in which I empower student participation is by providing positive feedback wherever appropriate. Finally, I know that students have a variety of learning styles and not all students are comfortable with making comments in class. Thus, I try to create many opportunities for a variety of types of participation; I conduct in-class experiments, do demonstrations and take frequent in-class polls to encourage less-verbal students to participate . </li></ul>
    21. 21. <ul><li>Third, I believe that critical thinking skills are important to student success and that teaching critical thinking through course content can improve student learning. In addition, I believe that teaching students scientific writing must be conducted with a focus on critical thinking and the logical placement and progression of ideas. Many of my assignments in the form of quizzes, tests and papers require students to answer questions with no “correct” answer. Rather, I prefer to ask my students questions that force them to synthesize the topic and defend a position. This allows me to build practice for critical thinking into my classroom. By forcing students to fully think out ideas, and not just to take notes on my lectures, I am able to promote critical thinking skills, which I believe to be integral to future academic success. When I have students write papers, I give detailed grading criteria and long paper prompts so that students can develop the logical structure of their argument in both written and oral communication. In addition, I teach students the background of the scientific method, so that they can become informed consumers of knowledge; instead of relying on intuition, they will have a flexible strategy for answering a myriad of questions in psychology. </li></ul>
    22. 22. <ul><li>When reading my mid-term and end of the quarter evaluations, it seems that my students perceive the practices related to these goals on my part. Students consistently comment that the class environment is comfortable, that I am genuinely interested in their learning and in them as people, and that the class activities are helpful. I usually try to include at least one active learning activity in each lecture and I try to incorporate some discussion in every class. These activities range from group work to create advertisements for different parts of the brain to an in-class experiment in which students determine the effect of candy on memory as a way of learning the components of the scientific method. Former students have told me that these active learning methods stay with them after the course, which attests to the effectiveness of such activities in promoting ownership of learning, even after the conclusion of the class </li></ul>
    23. 23. <ul><li>Teaching psychology is my passion. There is nothing else in my professional life that brings the same joy and exhilaration to me as giving a lecture where students are learning and engaged. While I am fortunate to have found something I am so passionate about, I feel that I have a responsibility to work hard for my students. It is a great gift and a great responsibility to share the subject matter I love with others. I am truly grateful for the opportunity to teach Psychology and I only hope that I am always doing a service to my students. </li></ul><ul><li>PROFESSIONAL DEVELOPMENT Because I want to improve my teaching, I have participated in a variety of development activities to continue growing as a teacher. I have attended workshops for instructors on managing the classroom, leading a discussion, creating classroom goals and assessing progress, preparing a teaching portfolio, and engaging students. In addition to these workshops, I was selected as a Psychology Department representative for a university-wide Writing Across the Curriculum workshop. </li></ul>
    24. 24. Do you REALLY think any principal or teacher on an interview committee will read that LONG philosophy? K.I.S.S. RULE
    25. 25. Philosophy Statement <ul><li>No more than ½ to ¾ of a page. </li></ul><ul><li>Do NOT bad mouth TAKS, Education in General, Teachers of the Past, etc. </li></ul><ul><li>Say only POSITIVE things. </li></ul><ul><li>Turn any perceived weakness into a strength! Put a positive spin on things. </li></ul><ul><li>Don’t be general, be specific… it’s YOUR philosophy, not all teachers. </li></ul>
    26. 26. Sample Philosophy of Education <ul><li>I believe the children are our future... </li></ul><ul><li>I believe each and every child has the potential to bring something unique and special to the world. I will help children to develop their potential by believing in them as capable individuals. I will assist children in discovering who they are, so they can express their own opinions and nurture their own ideas. I have a vision of a world where people learn to respect, accept, and embrace the differences between us, as the core of what makes life so fascinating. </li></ul>
    27. 27. Sample Philosophy of Education <ul><li>Teach them well and let them lead the way... </li></ul><ul><li>Every classroom presents a unique community of learners that varies not only in abilities, but also in learning styles. My role as a teacher is to give children the tools with which to cultivate their own gardens of knowledge. To accomplish this goal, I will teach to the needs of each child so that all learners can feel capable and successful. I will present curriculum that involves the interests of the children and makes learning relevant to life. I will incorporate themes, integrated units, projects, group work, individual work, and hands-on learning in order to make children active learners. Finally, I will tie learning into the world community to help children become caring and active members of society. </li></ul>
    28. 28. Sample Philosophy of Education <ul><li>Show them all the beauty they possess inside. Give them a sense of pride... </li></ul><ul><li>My classroom will be a caring, safe, and equitable environment where each child can blossom and grow. I will allow children to become responsible members of our classroom community by using strategies such as class meetings, positive discipline, and democratic principles. In showing children how to become responsible for themselves as well as their own learning, I am giving them the tools to become successful in life, to believe in themselves, and to love themselves. </li></ul>
    29. 29. Sample Philosophy of Education <ul><li>Let the children's laughter remind us how we used to be... </li></ul><ul><li>Teaching is a lifelong learning process of learning about new philosophies and new strategies, learning from the parents and community, learning from colleagues, and especially learning from the children. Children have taught me to open my mind and my heart to the joys, the innocence, and the diversity of ideas in the world. Because of this, I will never forget how to smile with the new, cherish the old, and laugh with the children. </li></ul>
    30. 30. OK, that was good, but … <ul><li>It was still a bit too long. </li></ul><ul><li>If you want MOST people to actually read it, keep it short. </li></ul>
    31. 31. Short (but good) Philosophy <ul><li>I believe that all children can learn and do amazing things. I believe that as teachers it’s up to us to find ways to make every child successful. I realize that this means HARD WORK, but I am prepared to work as hard as I can to have a class where small successes occur each and every day. I want my kids to love learning and to practice self-discipline so they can grow up to become happy and productive members of society. </li></ul>
    32. 32. Short (but good) Philosophy <ul><li>I realize that I am a beginning teacher, but I will use this to my advantage. I DON’T know everything so I will learn from my principals and fellow teachers. I am a fresh slate. I have no bad habits. What YOU think is important, I think is important! I am a positive person. I do not complain. I will never give up and never get discouraged. I have a goal to be the best teacher I can be, and with the right principal and the right school that will happen. </li></ul>
    33. 33. District Interview <ul><li>Attire </li></ul><ul><li>Notebook/portfolio </li></ul><ul><li>System interviews </li></ul><ul><li>Subject specific questions-TEKS, TAKS </li></ul><ul><li>(Look for these at the TEA website) </li></ul><ul><li>Classroom management questions </li></ul>
    34. 34. What you should ask <ul><li>New teacher support </li></ul><ul><li>Staff development </li></ul><ul><li>Instructional support </li></ul><ul><li>Instructional resources </li></ul><ul><li>Instructional arrangement </li></ul>
    35. 35. Campus Interviews <ul><li>Principal/ AP </li></ul><ul><li>Campus team </li></ul><ul><li>Sometimes parents may sit in </li></ul>
    36. 36. What You Should Know <ul><li>Information about the campus </li></ul><ul><li>Information about the student body </li></ul><ul><li>What you can bring to the campus </li></ul>
    37. 37. What You Should Ask <ul><li>Instructional arrangement </li></ul><ul><li>New teacher support </li></ul>
    38. 38. What You Should Ask <ul><li>CAUTION : Be careful about asking questions! Asking too many questions makes you come across looking HIGH MAINTENANCE !!! </li></ul><ul><li>If you are perceived as HIGH MAINTENANCE you will NOT get hired!!! </li></ul>
    39. 39. Comparing Districts <ul><li>New teacher support </li></ul><ul><li>Staff development </li></ul><ul><li>Salary </li></ul><ul><li>Benefits </li></ul><ul><li>Professional Growth </li></ul>
    40. 40. Tips on Getting Hired!!! <ul><li>Get all the training you can. Attend workshops and put that on your resume. </li></ul><ul><li>Get certified in more than one area…Special Ed, ESL, etc. </li></ul><ul><li>Principals love any workshop or training that has to do with TAKS. </li></ul><ul><li>Mention all the RECENT training you’ve had in the job interview. </li></ul>
    41. 41. Focus on what YOU bring to the table. <ul><li>Try and turn any perceived fault into a positive. </li></ul><ul><li>No experience = clean slate ready and Eager to learn YOUR way. No bad habits. </li></ul><ul><li>Older teacher = you get all the life experience and wisdom of a veteran teacher for the cost of a brand new one! </li></ul><ul><li>Drinking problem = you’ll fit in with the other teachers. </li></ul>
    42. 42. Should I substitute? <ul><li>Can be a sure fire way to get hired. </li></ul><ul><li>Can be a HUGE waste of your time if you choose the wrong school! </li></ul><ul><li>Make sure there will be positions available. </li></ul><ul><li>Make sure the district is alternative certified friendly. </li></ul><ul><li>WORK YOUR BUTT OFF. Stay and grade every last paper, clean the room before you go... </li></ul><ul><li>You will get teachers BEGGING to have you sub for them and when the time comes they will recommend you. </li></ul>
    43. 43. So why NOT sub? <ul><li>Subbing eats your time. </li></ul><ul><li>The GOAL is to help kids. </li></ul><ul><li>To help kids you need a job! </li></ul><ul><li>If you can get a job without subbing, do it!!! You’ll be helping kids that much faster. </li></ul><ul><li>My advice is sub only if you can’t get a job any other way, but if you do sub… be the VERY BEST SUB!!! </li></ul>
    44. 44. Tips on Getting Hired!!! <ul><li>Take your resume to the school you are interested and (if possible) meet the principal and give it to her personally. </li></ul><ul><li>Stress to the secretary, receptionist, etc. you are NOT wanting an interview, you simply want 30 SECONDS to shake hands and introduce yourself. </li></ul><ul><li>Wait if you have to!!! </li></ul>
    45. 45. Tips on Getting Hired!!! <ul><li>Arrive EARLY for the interview </li></ul><ul><li>Dress professionally (you can wear jeans AFTER you get the job) </li></ul><ul><li>Smile and laugh (not a nervous laugh) so they committee sees you as yourself </li></ul>
    46. 46. The Interview <ul><li>Don’t be a show-off or a smarty-pants (nobody liked it back in third grade and nobody likes it now) </li></ul><ul><li>Show you are a positive person. </li></ul><ul><li>Keep your answers kid centered. </li></ul>
    47. 47. Keep Your Answers Kid Centered <ul><li>Don’t say, “I teach exciting lessons.” </li></ul><ul><li>Say, “My students get excited about learning.” </li></ul><ul><li>Don’t say, “I teach respect.” </li></ul><ul><li>Say, “My students show respect.” </li></ul><ul><li>It’s not about you, it’s about your kids! You score maximum points when you put kids first. </li></ul>
    48. 48. Tips on Getting Hired!!! <ul><li>Don’t broadcast your shortcomings. </li></ul><ul><li>Be honest, but don’t say more than you have to about some things. </li></ul><ul><li>Some statements can instantly kill your chances of getting job!!! </li></ul>
    49. 49. Watch out for trick questions! <ul><li>How would you handle a problem child, problem parent, etc? </li></ul><ul><li>Say, “I don’t see children or parents as problems… they are challenges.” </li></ul><ul><li>PROBLEMS=CHALLENGES!!! </li></ul>
    50. 50. Tips on Getting Hired!!! <ul><li>Be careful about the question, “What do you prefer to teach, math and science, or language arts and social studies?” </li></ul><ul><li>“Wow, that’s a tough question since I would feel comfortable doing either one. I might prefer ________, but please put me wherever you need me most.” </li></ul>
    51. 51. Most Important: Show you can fit in with the team and the campus. If the Others Teachers Don’t Like You Or Think You Don’t Fit In, You Probably Won’t Get Hired
    52. 52. Recent Interview Questions <ul><li>Tell us a little about yourself. </li></ul><ul><li>What do you consider or how do you define a team? </li></ul><ul><li>What do you do or how do you plan to grow professionally? </li></ul><ul><li>What do you consider your best subject/grade to teach and why? </li></ul><ul><li>If you could use any discipline what would you use? </li></ul>
    53. 53. Recent Interview Questions <ul><li>What was your favorite subject as a child? </li></ul><ul><li>Have you ever heard of Love and Logic? </li></ul><ul><li>If we walked into your classroom what would we see? </li></ul><ul><li>What extra duties do you feel are in an elementary school- your extra responsibilities? </li></ul><ul><li>What was your most challenging subject in school? </li></ul>
    54. 54. Recent Interview Questions <ul><li>Name one book your have read or one professional development class you have completed. How do you feel it will benefit your class or your ability as a teacher? </li></ul><ul><li>How would you use technology in the classroom? What do you know how to do with technology? </li></ul><ul><li>How would you deal with a student having a meltdown? </li></ul>
    55. 55. Recent Interview Questions <ul><li>How would you assess your students’ progress? </li></ul><ul><li>How would you motivate a student who refuses to do his work? </li></ul><ul><li>How can you help our TAKS scores? </li></ul><ul><li>If you’re not ready to do something, what should you do? </li></ul>
    56. 56. Recent Interview Questions <ul><li>How do you feel you should dress at school? </li></ul><ul><li>Why do you feel you would be a good candidate for this campus? </li></ul><ul><li>Is there anything you would like to tell us about you that we did not ask? </li></ul><ul><li>Do you have any questions for us? </li></ul>