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Education Workshop Series: Job Search and Interviewing

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Heather Pittman

on 4 March 2013

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Transcript of Education Workshop Series: Job Search and Interviewing

The Job Search and Interviewing Education Workshop Use the Job Search Checklist to prepare yourself for each
step of the process Timeline Where do I want to work?
Midwest, South, East, West
What type of school district environment do I wish to work in?
Urban or Rural Self-Assessment Recruiter database - free service
Promote employment opportunities students and alumni
View and print candidates' resumes, cover letters, and writing samples on-line
Contact candidates directly concerning full-time, internship, and professional jobs
Student resumes are approved AU Career Connect Database Identify radius and find all school districts in area
Research Website/Central Office of each school to learn:
Application procedures
How are positions posted
Send all required documents
Follow up as instructed by individual districts
Send cover letter and resume to appropriate principal(s) and indicate application materials are on file with Central Office Geographically Limited Search Take quizzes on your preferred work environments, skills, abilities, and values. A self-assessment is really a mirror. The self-assessment organizes your answers and reflects what you value, what your interests are and what job skills will benefit your search. DCTA:
Directory of Candidates
for Teaching & Administration Csc Programming On-Campus Interviews
Workshops
Career Fairs AU Job & Internship Fair Wednesday
Ashland Univesity November 7, 2012

OFIC CareerFest Friday
Columbus, OH February 1, 2013

AU Job & Internship Fair Wednesday
Ashland University February 20, 2013

* NOTED Education Job Fair Thursday
John S. Knight Center Akron, OH March 21, 2013

* Education Expo Wednesday
Ohio Northern University April 10, 2013 Ashland University
Job Fairs 2012-2013 Geographically Limited Search Networking

AU Career Connect - Resume referral & job postings

Job Fairs

Internet Search

SOAR

Volunteering

Informational Interviewing Listing of AU students who were enrolled during the 2012-2013 school year
who are receiving a new license
Available to school district personnel with hiring authority in state of Ohio and out-of-state
MUST be eligible to teach Fall 2013
Log-in with AU ID and AU password
Complete by March 1 for priority
Ability to edit as you wish Preparation Traditional
General descriptions & information
Examples:
Tell me about yourself?
What are your strengths & weaknesses?
Behavioral
Examples of past experience, how you have handled situations
Examples:
Describe a situation in which you have experienced a conflict with a colleague or supervisor? What was the outcome?
Give me an example of a time you had to motivate a team?
Structured
Standardizes an objective across the board
Examples:
What do you want to accomplish as a teacher ?
How do you go about finding what students are good at? Types of Interview Questions Excessive interest in salary, benefits, vacation
Lack of courtesy, maturity, tact
Lack of knowledge about the organization
Lack of confidence or overly confident
Evasive Poor communication skills
Uncertain or unrealistic future goals
Poor personal appearance
Lack of enthusiasm or interest in position, employer, failure to ask questions Common Reasons for Rejection Clearly articulate your philosophies
Clearly share how you plan to build relationships with parents, students, and the community
Be thoughtful, but DON’T OVER THINK
Articulate a commitment to learning and what tools you have in your tool box.
Be watchful of timed tests—take in a quiet place where you will not be interrupted. Structured Interview Tips Ventures for Excellence
Focus on purpose, relationships and teaching/learning
Teacher Perceiver
Focus on mission, empathy, rapport, drive, individualized perception, listening, investment, innovation, objectivity, and focus.
Overall Themes
Commitment to the concept that all students can learn
Motivation and enthusiasm toward teaching profession
Commitment to self-learning
Ability to develop positive relationships
Empathy for others
Personal commitment to high standards for self and students
Knowledge of effective teaching strategies
Skills in student assessment The Structured Interview: Themes A commercial interview process where the interviewer is trained to listen to applicants
These interview processes are designed to identify those candidates who have high potential for excellence.
Series of research-based questions correlate to specific themes and attempt to elicit candidates’ beliefs about teaching and learning specific themes.
Generally use either the Teacher Perceiver or Ventures for Excellence What is a Structured Interview? Describe a time that you were in a difficult situation and explain how you resolved it.
Describe the toughest discipline situation you encountered and how you handled it.
Explain what a strong and balanced literary program would look like in your classroom.
Tell me a story from your experience that keeps you up at night. Sample Behavioral Questions What research have you done about our school?
What would your worst critic say about you?
What are your long term goals?
What makes you the best candidate for this position? Sample Traditional Questions 1. Basic elements of lesson design, including lesson purpose
2. Purposeful reflection on own teaching
3. Differentiation for children with differences in learning styles, rate, or special needs (ESL, gifted, and learning disabilities). 3 Areas of Weakness www.ode.state.oh.us
School District Local Report Card Score
Ohio Educational Directory
Salary Information
On-line Application System & Job Postings OHIO Department of Education Make sure to pay attention to your verbal and nonverbal skills
Eye contact, handshake, and posture matter
Project enthusiasm about the position
Speak with conviction and confidence in your voice
Be courteous and attentive to everyone you meet Beyond your actual answer…. First impression
- Conservative attire and grooming
Positive attitude
- Do not criticize self, others, school/district
Verbal communication
- Knowledge of current educational issues/trends
- Sharing enough, but not too much information; clear articulation
Nonverbal communication
- Show your interest! Present yourself formally. During the Interview Persisting
Managing impulsivity
Listening with understanding and empathy
Thinking flexibly
Thinking about your thinking
Striving for accuracy
Questing and problem posing
Apply past knowledge to new situations
Thinking and communicating with clarity
Gathering data through all senses
Creating, imagining, and innovating
Responding with wonderment and awe
Taking responsible risks
Finding humor
Thinking interdependently
Reaming open to continuous learning Habits of the Mind…. BE SURE TO ASK:
WHERE will the interview be held
WHAT time frame is anticipated for the interview
HOW will the interview be structured
(if more than one person is interviewing you) Interviewing:
When You are Invited… What you need to know Interviewing http://www.nasdtec.info/
Most Comprehensive Source of Information on Teacher Education and Certification in the United States and Canada
Certification requirements for 50 states
Details of the NASDTEC Interstate Certificate exchange National Association of State Directors of Teacher Education and Certification Stay Organized! Job Search Action Record Determine licensing requirements
Teacher Testing and Licensure
419-289-5390
Statewide job posting systems
AU Career Connect
General websites
Statewide on-line application systems
SOAR (Seeking Opportunities, Achieving Results)
Reference USA www.ashland.edu/career/ReferenceUSALogin.html Job Searching Out of State The revised goal includes:
Specific time span
Specific skill outcome
Defined method of measurement



NOW PRACTICE YOUR OWN!! Original: This year every student will show evidence of one year of growth in mathematics.

SMART GOAL: During the 2012-2013 school year, 85% of all students will improve their math problem-solving skills as measured by a 1.0 year gain in national grade equivalent growth from the 2011-2012 to 2012-2012 ITBS math problem solving sub-test. Writing SMART Goals Self-assessment
► Strengths
► Areas of improvement / how you’re working on them
► Examples from student teaching, academics, other
involvement
► What makes you stand out?
School district research
► Facts
► Purpose
► Performance
► Community
Prepare materials and questions Interview Preparation Create a professional resume
Create a cover letter
Find strong references to write letters of recommendation
Obtain transcripts
Obtain copies of Praxis I & II scores
Obtain letter from SCOE confirming licensure and graduation 5 Ways To have your Resume Critiqued Resumes
Cover Letters
References
Portfolios
Job Search
Job Fairs
Interviewing
Interview Questions Job Search Manual for Educators What you need to know Source: Job Outlook 2012, National Association of Colleges and Employers *5-point scale, where 1=Not important; 2=Not very important; 3=Somewhat important; 4=Very important; and 5=Extremely important  Scheduled appointment with a career specialist
Students can stop in or call to schedule an appointment
Walk-in appointment (available at ca.ashland on Skype)
Peer review by CA without an appointment
Daily 12:00-5:00
Email resume@ashland.edu
Resume review with written comments scanned or saved and emailed back to AU email
Resume drop off at CSC front desk
Requires at least 24 hours to provide suggestions
Upload resume to AU Career Connect profile
written comments/suggestions, scanned and returned via email
Thank You Letters
Negotiating Offers
Professionalism
In & Out of State Jobs
CDC Resources
Other Correspondence Your Path to towards the future Questions for the road ahead? www.ashland.edu/cardev/job-fairs.html What Employers Want Searching For Jobs The Wrong Ways Blindly sending out your resume Monster.com, craigslist.com, careerbuilder Sitting and hoping or dreaming a job will fall into your lap Better Ways Ask people in your network Visit employers whom you want to work for (informational interviews) Utilize CSC Resources www.ode.state.oh.us
School District Local Report Card Score
Ohio Educational Directory
Salary Information
On-line Application System & Job Postings OHIO Department of Education http://www.nasdtec.info/
Most Comprehensive Source of Information on Teacher Education and Certification in the United States and Canada
Certification requirements for 50 states
Details of the NASDTEC Interstate Certificate exchange National Association of State Directors of Teacher Education and Certification What you need to know Interviewing Interviews Are All About the 3 R's and 3 P 's Research, Research Research
Prepare, Prepare, Prepare BE SURE TO ASK:
WHERE will the interview be held
WHAT time frame is anticipated for the interview
HOW will the interview be structured
(if more than one person is interviewing you) Interviewing:
When You are Invited… Self-assessment
► Strengths
► Areas of improvement / how you’re working on them
► Examples from student teaching, academics, other
involvement
► What makes you stand out?
School district research
► Facts
► Purpose
► Performance
► Community
Prepare materials and questions Interview Preparation If you live nearby, take a test drive to the location a day or two before the interview. Always be sure to give yourself plenty of time to get there the day of the interview. Dress to impress.
Print off extra copies of your resume
Review the job description
Prepare answers to common questions Prepare! Interview Day!! Get a good night sleep
Do not smoke in the car
Arrive 5-10 minutes early ~ Leave your phone in the car!
~ Shake hands with everyone!
~ Maintain eye contact!
~ Smile!
~ Keep answers related to work! First impression
-Conservative attire and grooming
Positive attitude
-Do not criticize self, others, school/district
Verbal communication
-Knowledge of current educational issues/trends
-Sharing enough, but not too much information; clear articulation
Nonverbal communication
-Show your interest! Present yourself formally. During the Interview 1. Basic elements of lesson design, including lesson purpose
2. Purposeful reflection on own teaching
3. Differentiation for children with differences in learning styles, rate, or special needs (ESL, gifted, and learning disabilities). 3 Areas of Weakness Persisting
Managing impulsivity
Listening with understanding and empathy
Thinking flexibly
Thinking about your thinking
Striving for accuracy
Questing and problem posing
Apply past knowledge to new situations
Thinking and communicating with clarity
Gathering data through all senses
Creating, imagining, and innovating
Responding with wonderment and awe
Taking responsible risks
Finding humor
Thinking interdependently
Reaming open to continuous learning Habits of the Mind…. Traditional
General descriptions & information
Examples:
Tell me about yourself?
What are your strengths & weaknesses?
Behavioral
Examples of past experience, how you have handled situations
Examples:
Describe a situation in which you have experienced a conflict with a colleague or supervisor? What was the outcome?
Give me an example of a time you had to motivate a team?
Structured
Standardizes an objective across the board
Examples:
What do you want to accomplish as a teacher ?
How do you go about finding what students are good at? Types of Interview Questions What research have you done about our school?
What would your worst critic say about you?
What are your long term goals?
What makes you the best candidate for this position? Sample Traditional Questions Describe a time that you were in a difficult situation and explain how you resolved it.
Describe the toughest discipline situation you encountered and how you handled it.
Explain what a strong and balanced literary program would look like in your classroom.
Tell me a story from your experience that keeps you up at night. Sample Behavioral Questions A commercial interview process where the interviewer is trained to listen to applicants
These interview processes are designed to identify those candidates who have high potential for excellence.
Series of research-based questions correlate to specific themes and attempt to elicit candidates’ beliefs about teaching and learning specific themes.
Generally use either the Teacher Perceiver or Ventures for Excellence What is a Structured Interview? Ventures for Excellence
Focus on purpose, relationships and teaching/learning
Teacher Perceiver
Focus on mission, empathy, rapport, drive, individualized perception, listening, investment, innovation, objectivity, and focus.
Overall Themes
Commitment to the concept that all students can learn
Motivation and enthusiasm toward teaching profession
Commitment to self-learning
Ability to develop positive relationships
Empathy for others
Personal commitment to high standards for self and students
Knowledge of effective teaching strategies
Skills in student assessment The Structured Interview: Themes Ventures for Excellence
Focus on purpose, relationships and teaching/learning
Teacher Perceiver
Focus on mission, empathy, rapport, drive, individualized perception, listening, investment, innovation, objectivity, and focus.
Overall Themes
Commitment to the concept that all students can learn
Motivation and enthusiasm toward teaching profession
Commitment to self-learning
Ability to develop positive relationships
Empathy for others
Personal commitment to high standards for self and students
Knowledge of effective teaching strategies
Skills in student assessment The Structured Interview: Themes Clearly articulate your philosophies
Clearly share how you plan to build relationships with parents, students, and the community
Be thoughtful, but DON’T OVER THINK
Articulate a commitment to learning and what tools you have in your tool box.
Be watchful of timed tests—take in a quiet place where you will not be interrupted. Structured Interview Tips First impression
- Conservative attire and grooming
Positive attitude
- Do not criticize self, others, school/district
Verbal communication
- Knowledge of current educational issues/trends
- Sharing enough, but not too much information; clear articulation
Nonverbal communication
- Show your interest! Present yourself formally. During the Interview Make sure to pay attention to your verbal and nonverbal skills
Eye contact, handshake, and posture matter
Project enthusiasm about the position
Speak with conviction and confidence in your voice
Be courteous and attentive to everyone you meet Beyond your actual answer…. Excessive interest in salary, benefits, vacation
Lack of courtesy, maturity, tact
Lack of knowledge about the organization
Lack of confidence or overly confident
Evasive Poor communication skills
Uncertain or unrealistic future goals
Poor personal appearance
Lack of enthusiasm or interest in position, employer, failure to ask questions Common Reasons for Rejection Thank you letter to each person

Review performance

Follow up, as permitted by district

Keep spreadsheet of who, what, when, where & comments After the Interview
Ask when you need to give your decision

Remove self from consideration for all other positions after accepting offer

Inform Career Services Center
and Early Childhood Faculty Receiving an Offer
254 Hawkins-Conard Student Center
419-289-5064
www.ashland.edu/career
Emails: cdcstaff@ashland.edu
resume@ashland.edu

Hours: 8:00– 5:00 Monday – Friday
and by appointment
Walk In Hours: Monday – Friday 12:00pm-5:00pm
Tuesday and Friday 11:00am-5:00pm Career Services Center Have thoughtful prepared questions to ask the interviewer at the end of the interview A note about thank you notes:
This is your opportunity to state why you want and are an excellent fit for the job.. What NOT to do!
Full transcript