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IEU CV workshop September 24


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A copy of the slides delivered at the IEU CV Writing and Interview Skills presentation on September 24.

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IEU CV workshop September 24

  1. 1. CV writing and interview skillsAKA Self-promotion, sales and marketing 101
  2. 2. Housekeeping• Bathrooms, mobile phones, questions• Timing – 11am Morning tea – 1pm Lunch – 4pm finish
  3. 3. Objectives• To provide you with advice, skills and resources for advancing your career in (or out of) education• This session will enable you to: – Source appropriate jobs for your career path – Develop an effective CV that reflects your personal skill-set – Structure a concise cover letter – Prepare effectively for interview
  5. 5. Fast facts - Education • Large sector – Of 355,279 people employed in Australian schools, 25% (64,720 teaching and 23,372 non- teaching staff) are in Victoria – One in three students attends an independent school (1.2m out of 3.5m students) • State government funding – Victoria spends the least per student of all states and territories: $11,269 (2ndary) and $8,954 (primary)ABS 4221.0 Schools NSSC table 51a, 2011
  6. 6. Fast facts – Australian schools By sector Government By type 402 Catholic 1,020 Independent 1,305 1,710 1,396 6,705 6,312 Primary Secondary Combined Special There are 9,435 schools in Australia. The proportions above have remained consistent over the past 10 (ABS4221.0 - Schools, Australia, 2011)
  7. 7. Schools by sector per state ACT 84 30 14 NT 154 15 21 TAS 190 37 28 SA 557 103 92 Government WA 770 159 142 Catholic Independent QLD 1237 292 179 VIC 1536 487 211NSW 2177 587 333 0 500 1000 1500 2000 2500 3000 3500ABS 4221.0 Schools NSSC table 35a, 2011
  8. 8. Fast facts - staff• Growing sector – From 2001 – 2011, the number of teachers increased by 17% (23% increase in Independent schools compared with 9% in government schools) – Independent schools employ 16% of all teachers in Aus• Male vs. female – Females comprise 77% (primary) and 56% (secondary) of staff in schools – The female:male ratio is increasing: From 2001 to 2011, female staff increased by 21% and males by 7%• Teaching vs. non-teaching – Administrative staff numbers are increasing quicker than teaching and
  9. 9. Student:teacher ratios by sector 16 15 NSW VIC 14 QLD SA 13 WA 12 TAS NT 11 ACT AUS 10 Government Catholic IndependentABS 4221.0 Schools NSSC table 53a, 2011
  10. 10. Fast facts - students• In 2011, 3,541,809 students attended school in Australia, up 31,000 from 2010• More than one in 3 (35%) students attends a non-government school. In 2001 it was only 31%• Since 2001, Independent school enrolments have increased by 34.6% compared with 11.6% for Catholic and 1.8% for government schools• Girls outnumber boys in years and
  11. 11. School enrolments by sector (M)2010 2.28 0.71 0.492009 2.27 0.70 0.482008 2.26 0.70 0.472007 2.27 0.69 0.462006 2.25 0.68 0.44 Government2005 2.25 0.67 0.43 Catholic2004 2.25 0.67 0.42 Independent2003 2.25 0.66 0.402002 2.26 0.66 0.392001 2.25 0.65 0.37 1.00 1.50 2.00 2.50 3.00 3.50Abs 4221.0 Schools NSSC table 51a, 2011
  12. 12. Annual growth (% enrolments) by sector 2010 1.6% 2009 2.1% 2008 3.5% 2007 3.8% 2006 2.6% Independent Catholic 2005 3.1% Government 2004 3.2% 2003 4.1% 2002 4.4%-1.0% 0.0% 1.0% 2.0% 3.0% 4.0% 5.0%ABS 4221.0 Schools NSSC table 35a, 2011
  13. 13. Today’s job market • Higher unemployment in society (5.2%) • Higher under-employment (12.4%) • Increase in fixed term contracts • Schools’ aversion to performance management • Quality people are staying put • Greater budgetary control by principals 6202.0 Labour Force, Australia, 2012
  14. 14. Group discussion• Share with your table: – What do you like about the school you are currently working at – What won’t you miss when you get a job at another school – If you are doing CRT work, choose your most or least favourite school
  15. 15. The job application processCareer planning and sourcing jobs• Personal strengths and attributes; print media and online; networkingApplying for suitable jobs• Cover letter, CV, selection criteriaSecuring the right job• 1st and 2nd Interview, try-out, testing
  17. 17. Career planning• Consider these factors: – What am I good at? – What do I enjoy most? – What feedback do I get from others? – What has my career progression been so far? – Where do I want to be in 5 – 10 years’ time? – What do I need (to do/have/be) to get there? – What environment will support the above factors?
  18. 18. How isthispicturerelevantto thissession?
  19. 19. ‘Selling’ your ‘magazine’• The 1st page of your CV is PRIME REAL ESTATE• Your USP is like a Nobel Prize winner on the cover of Time magazine. Don’t waste it!• Do you know what your USP is?
  20. 20. Knowing your brand Lifestyle Hopes, drea ms and aspirations ImaginationLiberty Innovationregained Simplicity Passion
  21. 21. Knowing your brandApple Microsoft
  22. 22. Knowing your brandCoca-Cola Pepsi
  23. 23. Knowing your brandQantas Virgin
  24. 24. Knowing your brandCollingwood Hawthorn
  25. 25. What are you known for?
  26. 26. Discussion• What are the qualities of an exceptional teacher or school leader?• Divide into KAVES: – Knowledge – Attributes/attitudes – Values – Experience – Skills• Do these qualities differ according to the role?
  27. 27. KAVES examples Knowledge Attributes Values Experience SkillsRestorative Justice Discipline and Led internal PD on RJ Calm and empathic Conflict resolution principles autonomous learning at present school VCE French Dynamic and Taught Yr 12 French Fluent French A broad curriculum curriculum engaging for 3 years speaker Classroom Every Friday, Period Organised and Order and Dealing with difficult management 5, with Year 9 since consistent punctuality behaviours strategies Term 1!Hockey coaching Healthy living and Played Hockey for ASC Level 2 Hockey principles for Patient and firm community Victorian Universities Coach adolescents participation team
  28. 28. Career planning• Complete worksheet 1: Career planning – How has this exercise helped you to refine your application? – Write down 5 compelling reasons why a high- performing Victorian Independent school should short-list you for interview? Provide examples that back up your claims
  29. 29. Sourcing job opportunities Purpose: To find out about possible opportunitiesWhere e.g. Pros ConsNewspaper The Age Most common source of Can miss out – 1 day independent school jobs only! – or get lost in the washOnline SchoolJobs, ISV, Free, convenient (create Not all schools school websites email job alerts), highly advertise in the same targeted job search place methodNetworking Days like today! Fun, engaging, common Schools typically PDs, conferences cause isolated, tends to be at homogenous levelTeaching Oxford Education They can access roles – They are not workingagency or ANZUK e.g. Term contracts - that for you so there is norecruiter aren’t advertised and guarantee of work can offer advice
  30. 30. Some online job boards• Register on a job board; create job alerts – – – – – – – – – –
  31. 31. Using a recruitment agency• The school recruitment landscape is changing• Use a recruiter to help you find work – – – – – Ask yourself who they are working for and why?
  32. 32. Effective networking• Negative connotation; merit and equity - “It’s not what you know…”• Increasingly common in the private sector: Up to 40% of jobs are not advertised• Ask yourself ‘Who can help me to get where I want? Who knows what it’s like?’• Be strategic in your approach
  33. 33. Effective networking• Complete Worksheet 2: Effective networking – What is your opinion of this approach? – Could it work for you? – Who will you ‘target’ first? – What else do you need to know?
  35. 35. Dispelling some job application mythsTrue or false?1. The employer reads the cover letter before reading the CV2. The school may receive 30 – 50 applications for some vacancies3. It is possible to make an employment decision in less than 30 seconds4. Presentation is more important than content5. Each application receives an equal amount of consideration6. Employers are rational, unbiased, unemotional, 100% reliable professionals who are never tired or stressed
  36. 36. Just Dandy – Sunday Age, 1 April • How can you ensure you stand out from the crowd (60 applicants per position!)? • In June I received 154 applications for a receptionist position! 154!!!
  37. 37. Am I suitable for this job? (or am I wasting my time and theirs?)• What do they want? – Similar values – Subject expert – Role model – Value for money! Tried and tested. Minimal risk.• How can I improve my chances? – Offer something different. Outline your attributes explicitly and clearly. Be yourself.
  38. 38. Applying for suitable jobs Purpose: To get short-listed for interviewWhat Objective PerspectiveCover letter Demonstrate you can write, spell, Personal voice, sense research the school, structure a of self coherent and compelling argumentCV (resume) Detail your relevant skills, knowledge Legal document, and experience. Meet the job objective and requirements verifiableKey selection criteria Express your role-specific views Theory and clearly, provide discussion points for philosophy, backed up interview with evidence of past behaviour
  39. 39. The cover letter translatedIntroduction (2-3 lines):• This is why I am writing to you and it will be worth your while.Body (2 concise paragraphs):• I can bring the following attributes to the role. My previous achievements are an indicator of my future potential.• This is why I would like to work at your school.• Cite examples.Conclusion (2-3 lines):• By now you should want to read my CV if you haven’t already and you should be dying to meet me.• I am serious about wanting the job and want to meet you.
  40. 40. The cover letter – key points• Make it specific to the job description• Refer to the school you are applying to by name• Address it to the Principal by name e.g. Mr Wilkins• Give examples of model practice and innovative teaching styles• Address all requirements of the selection criteria• Outline your ambitions & interests• Keep to 1 page if possible, 2 for leadership positions
  41. 41. Resource• Refer to Worksheet 3: Cover letter template• Questions – Who should you address it to? – How long should it be? – What if they require you to address selection criteria?• Remember, a good cover letter makes a connection between what you have to offer and what the school wants/needs.
  42. 42. Applying for jobs: The CV• Résumé or CV? What’s the difference?• Almost exclusively sent in soft copy via email• Employers receive far more than previously – Worldwide accessibility of websites – Increasingly international workforce – Staff shortages• Trend towards summaries of key points• Tailored to the role you are applying for
  43. 43. What does a great CV look like?• Answer: How do you like your coffee?• Know your strengths and lead with them: Highly qualified? Experienced? Sporty? Passionate about curriculum?• The 1st page of your CV is PRIME REAL ESTATE. It is the cover of Time magazine. It is a Nobel Prize winner. Don’t waste it!• Blow your own trumpet funky horn! Banish bashfulness. Kill or be killed.
  44. 44. Your CV: The basics Do Don’t Depends Put Résumé or CV at the Keep to 2 – 4 pages Use minimal colour topGive your file a suitable Hyperlink to portfolio Put your photo name page Use fancy fonts and Keep it ‘clean’ Link with social media graphics Keep formatting consistent: Send in multiple copiesBullets, fonts, tables and or hard copies tabs
  45. 45. Sections to include• Personal Details (no need for a heading)• Personal statement (or Career overview)• Qualifications (or Education)• Teaching strengths (or Key skills/achievements)(optional)• Employment history (or ‘Professional experience’)• Professional development and memberships• Activities and interests• Referees (3 max.)
  46. 46. CV style guide• Personal statement – Strong personal voice; use I and me; convey passion and enthusiasm• Key achievements – Dynamic language; past tense; omit 1st person; convey objective voice; increase credibility, decrease risk• Key skills/qualities/competencies – Dynamic; objective; use strong adjectives to emphasise nouns (e.g. extensive experience in, collaborative leadership style etc.)
  47. 47. Using dynamic language• Using the list of dynamic verbs provided, re- write the following statements: – I was involved in planning for the NAPLAN – I am a science coordinator – I changed the middle school reporting structure – I sit on the annual open day committee – I supervise the underwater hockey club• Now write three of your own dynamic achievement statements
  48. 48. Choosing referees• Professional – Your current Principal or Deputy Principal – Head of Department or Head of Campus – Previous Principal, DP, HoD or HoC• Personal – Seldom required – Possibly a parent or member of school community• Check with them first! Confirm contact details
  49. 49. Applying for jobs: The KSC• Key Selection Criteria (KSC) are designed to assess: – Content of teaching and learning – Teaching practice – Assessment and reporting of student learning – Interaction with the school community – Professional requirements
  50. 50. Responding to KSC• 1 page per criterion• Use paragraphs and bullet points• 1st paragraph: Re-phrase the criterion and interpret the theory and its importance• Main paragraphs: Outline 2 ways in which you have demonstrated the behaviour/knowledge: situation – action - outcome• Final paragraph: How you will apply this
  51. 51. Selection Criteria example“Demonstrate an understanding of how studentslearn, effective classroom teaching strategiesand the capacity to work with colleagues tocontinually improve teaching and learning.”• Identify areas to address (3)• Provide evidence of previous achievement• Describe what outcomes occurred as a result• Outline what contribution you will make
  52. 52. Selection Criteria response“Demonstrate an understanding of how students learn, effectiveclassroom teaching strategies and the capacity to work withcolleagues to continually improve teaching and learning.”Areas to address Evidence Outcomes ContributionHow students learnEffective teachingstrategiesWorking withcolleagues
  53. 53. Summary for written documents• Be strategic, be sincere, don’t lie• Make every word count• Give yourself your best chance• Spell-cheque, poof-reed, spell-check, proof- read• Network in advance• If you don’t get short-listed, it’s their loss: Try not to take it personally.
  55. 55. Death by interview or chance to shine?What have been your positive or negativeinterview experiences?What are your biggest concerns or fears aboutthe interview?What strategies do you employ to overcomethese?Are there any differences between interviewsfor internal and external applicants?
  56. 56. The winning formulaPresentation• Your appearance, dress, body language, mannerPreparation• Your knowledge of the school and relevant issues• Your response to the Key Selection Criteria and vision for the rolePerformance• How you respond to questions• Your questions to the panel
  57. 57. PerformanceThe panel wants you to:• Show off your knowledge and experience• Demonstrate a passion for teaching• Display charisma and confidence, be energetic and enthusiastic• Be able to relate to others• Show good self-awareness
  58. 58. The Halo Effect• The phenomenon whereby we assume that because people are good at doing A they will be good at doing B, C and D.• The Effect is highly influenced by first impressions. If we see a person first in a good light, it is difficult subsequently to darken that light.
  59. 59. You don’t get a 2nd chance…• Experimental psychologists at Harvard discovered that a persons conclusions after watching a 2-second video clip of a teacher he has never met are very similar to the conclusions reached by classroom participants after an entire semesters exposure.
  60. 60. …to make a 1st impression• Judgments made after a 100-ms exposure correlated highly with judgments made in the absence of time constraints, suggesting that this exposure time was sufficient for participants to form an impression.• In fact, for all judgments— attractiveness, likeability, trustworthiness, compe tence, and aggressiveness—increased exposure time did not significantly increase the correlations.First Impressions: Making Up Your Mind After a 100-Ms Exposure to a Face Psychological Science July 2006 17:592-598
  61. 61. Securing the right job: The interview• 30 – 60 minutes’ duration• Panel of 2 – 4 people• 5 – 8 questions, 5 minutes for each• Format can include: – Verbal questions – Written question sheet/task provided prior – Presentation on pre-determined topic – An ‘interview lesson’ – Psych testing
  62. 62. 5 basic questions They want to know You need to show1. Why are you here? 1. Your journey (career path)2. What kind of person are 2. Suitability (values, strengths you? etc.) to perform that role at their school3. What can you do for us? 3. Knowledge and capabilities (technical and interpersonal)4. What distinguishes you from the other candidates who 4. Attributes and other can perform these tasks? qualities5. What are you looking for? 5. Future plans (PD, career) and potential contributionWhat color is your parachute, Richard Bolles(p. 287, 2006 edition) (school, role, other)
  63. 63. Interview questions - TypeThree types of question:• Behavioural – E.g. Tell us about a difficult student you have had to teach and how you turned them around• Hypothetical – E.g. What would you do if a parent abused you after class?• Open-ended – E.g. Tell us why you are a good fit for this school
  64. 64. How to answer Behavioural questions “Tell us about a difficult student you have had to teach and how you turned them around.”• Outline the situation – Two years ago I taught yr 9 History and had a student with Asperger’s Syndrome…• Explain what action you took – I consulted the Special Ed. Dept. about his learning style and the best way to engage him…• Describe the outcome – He responded really well, was far less disruptive than in other subjects and chose to continue History in Year 10
  65. 65. How to answer Hypothetical questions “What would you do if a parent abused you after class?”• Identify the issues – Clearly the issues here are of security, safety and due process…• Outline alternative strategies – I am aware that at this school Heads of Houses are primarily responsible for dealing with parents in the first instance…• Determine a course of action – On balance, I would suggest that the parent and I discuss the matter with …
  66. 66. How to answer open-ended questionse.g. “Tell us about your approach toteaching.” or “Tell us why you applied forthis position.”Two methods:1. The Ripple effect answer OR2. The Politician’s ‘3-point core message’
  67. 67. The Ripple Effect answer Impact on the community Demonstrate how your qualities and Impact on the attributes will school impact on a significant cross- Impact on the students section of the school community Your KAVES
  68. 68. Ripple Effect answer - example“Tell us about your approach to teaching.”My approach to teaching is simple: I aim to create asecure learning environment where students can bethemselves and feel valued and respected.I find that this enables them to participate more openlyin discussions and activities and facilitates greaterlearning, which in turn inspires in them a love of thesubject.Over the past three years, our elective enrolments inthis subject have increased by 45%, which I think is adirect result of this shift in environment.
  69. 69. The Politician’s ‘3-point core message’If you listen closely to politicians’ responses, they often breaktheir answer into three parts: 1. Area of most impact 2. Scope of impact 3. Additional factors and consequencesYou can do something similar, perhaps focusing on three distinctareas of your teaching: Academic, pastoral care and extra-curricular involvement.OEQs are a chance to demonstrate and elaborate on your USP(your brand).
  70. 70. OEQ: Example“Tell us about your approach to assessment and reporting.”Key message: I assisted in the implementation of acontinuous feedback cycle at my present school. In fact, Iam a gun! There are three key points about this process…1st point: Open and direct communication is paramount2nd point: Feedback must be timely and specific3rd point: Creation of common and realistic goals underpinsthe cycleConclusion: The system works well. Staff are happy. Parentslove it and students respond well to it.
  71. 71. Some common OEQs• What interests you about this position?• What qualities do you have that will make you successful in this role?• How would your colleagues/students describe you?• What do you know about our school and what would you say its strengths and weaknesses are?• What PD would you need to undertake to carry out all aspects of this role effectively?
  72. 72. Interview questions - TeacherQuestions will seek to evaluate your:• Knowledge of teaching and learning theory• Behaviour management capabilities• Future plans (PD, career)• Potential contribution to the school• Ability to deal with conflict• Ability to work in a team
  73. 73. Interview questions - ESSQuestions will seek to evaluate your:• Expertise and experience• Capacity to work independently and in a team• Work style: quiet, gregarious, efficient etc.• Reliability, punctuality and other attributes• Future plans and motivations (PD, career)
  74. 74. Securing the right job: The interview• Preparation – Research and rehearse• Stress less – Be punctual, prepared and well-presented• Dress not distract – Appropriate attire, nothing distracting (loud ties, fancy jewellery, too much bare skin)• Positive body language – Hand shake, eye contact, posture and position
  75. 75. Interview preparation - research• What do you know about the school? – School and MySchool websites – Prospectus, annual report etc. – Colleagues, network – Parents and students?• What do you know about the interview panel?• What issues are topical?• What 4 key points about you do you want to convey?
  76. 76. Example: Head of Senior SchoolKey selection criteria• Exemplary leadership and management skills• A knowledge of contemporary pedagogy and student wellbeing practices• A commitment to student and staff wellbeing• The ability to innovate, develop and implement programs which meet students’ needs.• A high level of interpersonal and communication skills, including the ability to build trusting and effective relationships with parents, students and staff• A high level of organisational, planning, analytical and strategic thinking skills
  77. 77. Planning your responsesSelection criteria Statement Examplese.g. Exemplary leadership Essential for school to Assisted in developing newand management skills innovate and perform leadership structuree.g. Commitment to Happy environment leads Implemented anti-bullyingstudent and staff well- to better outcomes policybeinge.g. Ability to motive staff Led 6 House staffmemberse.g. High level of strategic Key member of Seniorthinking skills Leadership CouncilEtc.
  78. 78. Tips to stress less• Plan your day well in advance• Allow double the travel time• Aim to arrive 15 minutes early• Bring any prompts and other material• Find a quiet corner (in the car?)and breathe deeply with your eyes closed• Accept a glass of water if offered
  79. 79. What should I wear?• Dress professionally for success!• Find out the dress code of the school• Save your Mickey Mouse tie/socks for another occasion!• No dangly earrings or plunging necklines• Polish your shoes, cover tattoos and piercings• Forget the heavy scent and make-up• Ask someone’s opinion
  80. 80. Projecting positive body language• Make good, confident eye contact often• Extend your hand; offer a firm handshake• Smile• Sit upright, face the interviewer• Listen carefully; paraphrase to demonstrate understanding• Try to project confidence: important for classroom management• Be yourself!
  81. 81. Interview practice• Complete your interview preparation on the first page of the sheet provided• Choose a partner and exchange sheets• Conduct a 10 minute interview for each person• Provide feedback on your partner’s body language and response to questions – be honest, otherwise you are wasting their time!
  82. 82. Conclusions• Practice makes perfect• Quality overrides quantity• Applying for jobs is an exercise in selling – Know what you are selling – Ensure it is what people want• Interviews are merely conversations with a consequence• If in doubt, ask someone for help
  83. 83. To download this presentationregister at For more information about Steve Whittington see