A Successful Entry into the Teaching Profession

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A Successful Entry into the Teaching Profession

• This workshop is offered to Nipissing University
• Bachelor of Education candidates.
• Special thanks to
• Mary Ann Jack Jones
• who spent much time in the preparation of the
• original version of this workshop

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AGENDA

• Introduction
• Creating a Résumé
• Composing a Letter of Application
• Planning for and Participating in the Interview
• Summary one-liners

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CREATING YOUR RÉSUMÉ the professional you on
paper
A résumé is a biographical summary of the
qualifications that have prepared you for
successful employment.
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FIRST IMPRESSIONS the importance of visual impact
The hiring team will begin by eliminating those
résumés that do not impress. Consider the
following important points layout, margins,
consistency of format, paper quality and color,
print quality, effective use of formatting and
font size, length of résumé
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Focus on theEMPLOYERS NEEDS

• What are they?

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PARTS OF A RÉSUMÉ

• Personal Information
• Career Objective (optional)
• Education
• Career Related Experience
• Other Experience
• Areas of Ability, Special Skills, Expertise
• Professional Affiliations or Volunteer
• References

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Personal Information
Connor Jones 361 Riverbend Road North Bay,
Ontario P1B 3K4 Work [phone] Home (705)
497-6650 Fax [phone] Email connorj_at_stude
nt1.unipissing.on.ca
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Your letter head should appear on the first page
of your résumé and your name on each subsequent
page.
CONNOR JONES 675 Broadview Heights Work
[phone] North Bay, Ontario Home (705)
474-9987 P1C 2X6 Fax [phone]
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Inappropriate Information
Personal Information
age, height, weight, social insurance number,
state of health, marital status, citizenship,
religion
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YOUR TICKET TO TEACH!

• After personal information,
• Indicate that your Ontario College of Teachers
  registration is pending in the Spring of 2006

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Personal InformationCareer Objective (optional)

• The following are examples only. Applicants
  should take some time to formulate one unique
  statement
• To apply newly acquired teaching skills in a
  classroom setting with the _____________ School
  Board.
• To create an environment that allows each child
  to become a self-directed, self-motivated,
  confident learner.
• To use creative teaching strategies and effective
  assessment techniques that help students learn.

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Personal InformationCareer Objective
(optional)Education

• In reverse chronological order, list the
  certificates or degrees you earned. (Do not
  abbreviate!)
• List the name and location of the relevant
  educational institutions you attended since high
  school.
• Be selective! Keep your future employers
  interests and needs in mind.

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Personal InformationCareer Objective
(optional)EducationCareer Related Experience

• In reverse chronological order, list the dates,
  job title, place of employment, duties, and what
  you learned. Begin with practice teaching
  placements.
• Your future employer wants to know what you
  learned and what you are able to do as a result
  of your employment experiences.
• Emphasize transferable skills (communication,
  team work, problem-solving, decision-making,
  creativity)

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Personal InformationCareer Objective
(optional)EducationCareer Related
ExperienceOther ExperienceIf you have the
room, in reverse chronological order, itemize
other positions you have held (be selective)
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Personal InformationCareer Objective
(optional)EducationCareer Related
ExperienceOther ExperienceAreas of Ability,
Special Skills, Awards, Expertise

• Awards
• Additional Courses
• Training Seminars, Workshops
• Extracurricular Activities

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Personal InformationCareer Objective
(optional)EducationCareer Related
ExperienceOther ExperienceAreas of Ability,
Special Skills, Awards, ExpertiseProfessional or
Volunteer Affiliations
Professional or Volunteer Affiliations What might
you include here that would be important to your
future employer?
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Personal InformationCareer Objective
(optional)EducationCareer Related
ExperienceOther ExperienceAreas of Ability,
Special Skills, Awards, ExpertiseProfessional
AffiliationsReferences

• Providing references on the résumé will not hurt
  you, but failing to provide them may!
• Carefully choose 3.
• Ask permission, and then provide the referees
  with current information.
• Provide the name, position, company, address, and
  contact numbers of your referees (telephone, fax,
  email).
• Give your permission for references to be
  contacted.

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Practice Teaching ReportsandLetters of Reference

• Submit copies of your practice teaching reports.
• If possible, enclose letters of reference when
  requested.
• Catholic School Boards usually request a a Faith
  Reference portfolio.
• If you do not receive a letter of acknowledgement
  within three weeks, it is appropriate to call and
  inquire about the status of your application.

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Employers Pet Peeves About Résumés!

• More than 2 pages long
• Colored paper that does not copy well for the
  interview team, e.g. marbled paper
• Clerical errors
• Repetition
• Attempts to inflate responsibilities
• Fancy graphics
• Poor quality paper
• Photocopies of photocopies

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The Letter of Application
The Six Cs of the Job Application Letter

• clear
• concise
• coherent
• correct
• complete
• courteous

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Components of a Letter of Application

• Initial Contact
• Evidence
• Action

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INITIAL CONTACT

• Be aware of overall appearance
• Use standard business style
• Personalize the salutation
• Paragraph 1 State the reason for writing the
  letter and also state your teaching qualifications

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EVIDENCE

• Paragraph 2Present solid facts that support your
  contention that you are the best person to do the
  job, e.g. background experience
• Paragraph 3Ensure that your philosophy of
  teaching/learning is consistent with the Boards
  philosophy or mission statement.

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ACTION

• Paragraph 4Use a closing statement that, rather
  than just ending the letter, opens the door to
  the next step, that being the interview
• Contemporary usage suggests that you should end
  the letter with a single word, Sincerely

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The Actual Writing of the Letter

• The warm up session (psyching yourself up to
  write)
• The actual writing process (three steps)
• The cool down period

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The Warm-up Session Psyching Yourself Up to
Write the Letter

• Always keep in mind what the employer is looking
  for... that being an excellent teacher.
• Make sure your letter is not dull, unsympathetic,
  disorganized, wishy-washy?
• Your letter must be interesting, well-planned and
  assertive.
• Do as much research as you can about the board to
  which you are applying now.

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The Actual Writing ProcessParagraph 1 Initial
ContactState the reason for writing.

• State the title of the position for which you are
  applying.
• Quote the competition number if there is one.
• State the source and date of the advertisement
• State the divisions you are qualified to teach
  and the source of those qualifications.
• Indicate if you plan to take an ABQ in another
  division in the spring or summer.

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The Actual Writing ProcessParagraph 2 Solid
Evidence

• Indicate if you plan on taking other courses in
  the future.
• Indicate why you are one of the best candidates
  for the job.
• Write about your career related experience.

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The Actual Writing ProcessParagraph 3 Solid
Evidence (Continued)

• Share your beliefs about what teaching is all
  about and relate them to the boards mission
  statement.Phrases you might use
• Teachers must address the range of knowledge,
  skills, attitudes and values essential for
  todays students OR
• Teachers must use a variety of methods to meet
  the different learning styles of students OR
• Teachers must encourage students to ask
  questions and make connections OR
• Teachers must have high expectations for all
  students OR
• Teachers must encourage students to apply what
  they learn in school to everyday life.
  

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The Actual Writing ProcessStep 2Solid Evidence
(Continued)

• Share your beliefs about what learning is all
  about...Phrases you might use
• Learning involves nurturing values and skills as
  well as knowledge OR
• Students learn in different ways and at different
  rates OR
• Students learn by asking questions and making
  connections OR
• Learning requires effort and self-discipline OR
• Students must see the relevance of what they are
  learning.

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The Actual Writing ProcessStep 2Solid Evidence
(Continued)

• Share your beliefs about what curriculum is all
  about...Phrases you might use
• The curriculum must reflect the diversity of
  Canadian Society.
• Curriculum must accommodate the strengths, needs,
  and backgrounds of individuals in the classroom.
• The curriculum must guide students to make
  connections through constant inquiry.
• The curriculum includes all the experiences ,
  both inside and outside the classroom,that
  contribute to our students achieving the stated
  outcomes or expectations.
• The curriculum must demonstrate connections
  (interactions) among people, ideas, events to
  prepare students for a changing world.

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The Actual Writing ProcessStep 2Solid Evidence
(Continued)

• Share your beliefs about what evaluation is all
  about...Phrases you might use
• Assessment must involve the use of a wide variety
  of techniques to ensure that the evaluation is as
  accurate as possible.
• Assessment, evaluation, and reporting are the
  responsibility of the teacher who must consider
  the needs of individual students and work closely
  with them and their families or guardians.
• Assessment, evaluation, and reporting are
  continuous and essential parts of the curriculum
  and effective classroom practice.

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The Actual Writing ProcessStep 2Solid Evidence
(Continued)

• Reporting must accurately describe the students
  progress towards the achievement of the outcomes,
  and it must include plans for improving the
  students performance.
• It is the responsibility of all teachers to
  evaluate their programs, their planning
  procedures, their teaching strategies, their
  assessment techniques and their classroom
  management skills on a regular basis.

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The Actual Writing ProcessParagraph 4 Action

• The employer is getting to the end of your
  letter. You must be action-oriented. Consider the
  following
• Invite the employer to contact your references.
• Close with a strong statement of confidence in
  your abilities.
• Express your willingness to attend an interview
  and provide contact information.
• Thank the employer for considering you and ask
  for an interview at his/her earliest convenience.
• Provide a telephone number where you can be
  reached, or where a message can be left.

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The Cool Down Period

• Youve spent a lot of time and effort getting
  your letter of application written but its not
  over yet.
• Ask some people (friend, colleague, academic
  advisor) to proofread your letter. Listen to
  all their comments without being defensive. If
  possible, put their comments in writing.
• Reflect on what has been shared with you. (Let
  it steep for a period of time).
• You make the decision on what the final version
  will be.
• Mail or deliver the letter of application, the
  resume and any other enclosures to the
  appropriate individual.

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THE INTERVIEW
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Before the Interview

• Learn about the organization to which you are
  applying
• Learn about the specific job for which you are
  applying.
• Plan to sell yourself.
• Prepare answers to questions you may be asked.
• Prepare two or three relevant success stories
  that describe your skills, education, experience,
  or personal qualities.
• Bring a duplicate application package to the
  interview.
• Present a professional image to your potential
  employer.
• Arrive at the interview five or ten minutes
  early.

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During the Interview

• Shake hands firmly.
• Establish and maintain eye contact.
• Avoid criticizing previous employers or others.
• Keep the interview focused on your strengths.
• Describe past jobs...dont evaluate them.
• Ask relevant, meaningful questions. Do you have
  a mentoring program? Are Board curriculum
  documents readily available?
• Conclude the interview by summarizing your
  strongest qualifications.

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Coping With Inappropriate Questions

• Sample 1 Inappropriate Question
• I understand that you have three children. Are
  your family responsibilities going to interfere
  with your work?
• Sample 1 Deflecting Answer
• Ive made arrangements for excellent child care,
  and a backup plan has already been worked out
  with my caregiver, so there wont be a problem.

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Coping With Inappropriate Questions Continued

• Sample 2 Inappropriate Question
• You have applied to teach primary/junior/intermedi
  ate/senior students. You are so young and
  petite. Arent your afraid that youll have
  discipline problems with this age group?
• Sample 2 Deflecting Answer
• I have practice taught in numerous
  primary/junior/intermediate/senior classes and
  had no problem with discipline in the absence of
  the associate teacher. I believe discipline
  based on mutual respect will be effective
  regardless of age or gender of the students.

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Coping with Inappropriate Questions Continued

• Sample 3 Inappropriate Question
• You have young children at home. Wont you find
  it difficult to do your share of extracurricular
  activities after school?
• Sample 3 Deflecting Answer
• My resume shows that I have been successfully
  involved in work with choirs and volleyball
  coaching outside my regular hours at the Faculty
  of Education last year.
• My child care arrangements are excellent. I will
  simply arrange an extension of my caregivers
  hours in order to participate in extracurricular
  events, school meetings, parent interviews, or
  any other school related occasions.

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After the Interview

• Consider writing a letter thanking the
  interviewer.
• Be prepared for a follow-up telephone call
  seeking clarification. (Prepare your family
  and/or roommates for the incoming call.)
• As you acquire more practice teaching reports,
  mail copies take them into the school or board
  office.

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REMEMBER...

• The interview is never over...even when they say
  its over!

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Good LuckIn Your Job Search!