marketing your passion
DESCRIPTION
A Job Search Guide for EducatorsTRANSCRIPT
Marketing Your PassionMarketing Your PassionMarketing Your PassionMarketing Your Passion
A Guide for Education Job SearcheA Guide for Education Job SearcheA Guide for Education Job SearcheA Guide for Education Job Searches
by Phil Trippby Phil Trippby Phil Trippby Phil Tripp
Table of contents
Introduction page 3
Chapter 1: Marketing 101 page 4
Chapter 2: Resumes and Cover letters page 7
Chapter 3: Portfolios page 14
Chapter 4: Job Fairs page 18
Chapter 5: Electronic Applications page 23
Chapter 6: Networking page 27
Chapter 7: Interviews page 29
Chapter 8: Experience page 31
Chapter 9: Gimmicks and Tricks page 33
Chapter 10: The Principal Principle page 35
Chapter 11: Web resources page 36
Chapter 12: Social Networking on the web page 38
Chapter 13: Can you read this? page 40
Chapter 14: A “killer” question… page 41
Chapter 15: A Checklist Resource page 41
ADDENDUM 1 (Application) page 42
ADDENDUM 2 (Testing) page 49
ADDENDUM 3 (Sample Checklist) page 50
Afterword page 51
Introduction
Welcome! I am assuming that you either have a teaching
certification, or are in the final process of obtaining one. The
purpose of this book is to get you thinking about the job
search process and to help you avoid “rediscovering the
wheel”.
The main premise involved is that for most educators, the job
search process is completely opposite to what you have
learned as an educator, and is opposite to your “natural”
approach. Throughout the chapters in this book you will find
some anecdotes, tips, suggestions and ideas about how to
effectively make the transition from being a student to being
the teacher. Some will work for you; some may not. Keep
the ones that work and discard those that don’t, but consider
them all.
One key element is to stretch yourself – you will feel like
you are being less than humble if not downright brazen.
That is fine! Remember that in a job search it IS all about
you. Be bold; be a bit of a nag. Stretch a bit.
One aspect about hiring in education that I have found is that
if there is one consistent element in the process, it is that
there is no consistency in hiring in education. Every school,
district, state has their own process and their own way of
doing things. It is labor intensive. Be prepared for that.
The goal is not to develop you into a professional job seeker.
Rather, the goal is to get you to be good enough at the
process that you can go out and practice the art of teaching.
The “best” teacher is not always the one who is hired, but
often the one who is the best at the process. But with some
of these “tips”, that person can be one and the same – YOU.
Chapter One: Marketing 101
I often ask student teaching groups that I see “How many of
you began your college career as a Marketing major?” Over
the years, it is consistently been about 2%. For the other
98% of you, Marketing is a foreign concept. It may even be
one that you think about with disdain. Don’t worry; I don’t
want to turn you into a Marketing expert. We have plenty of
them around. I do want you to think about the job search
process as a marketing plan.
Most of us in the “helping fields” (Education, counseling,
Social Work, Psychology, etc.) have an external orientation;
you can assess a group or person in front of you very well.
For a marketing perspective in a job search, you need to
think about an internal focus. What are YOU good at? What
do YOU have to offer that no one else does? Why are YOU
the best? Uncomfortable yet? If you are, you are probably a
great teacher who can size up that class as soon as you walk
through the door. This student will need this approach. That
group will respond better to this style. External versus
internal. Remember, the job search is all about YOU.
One place to start is with Assessment. This can take many
forms, and I suggest incorporating several approaches. You
may find your Career Center or Counseling Center to be a
helpful resource if you have access to them. In Marketing,
this would be called Product Research. What are you putting
out into the marketplace?
Formal Assessments
There are a wide variety of assessment instruments or
personality profiles available. These can range from very
detailed batteries of tests which can be found in Counseling
Centers or Career Centers. Increasingly, you may find what
you need for free through many online resources.
Try Googling “online assessment tools”. These are good
“baseline” information sources about your skills, interests
and values, and can form the basis of your marketing plan.
While we don’t like to think of ourselves as a commodity,
you need to evaluate yourself and what you are putting forth.
I suggest reviewing five areas: Skills, Interests, Values,
Education and Experiences. By looking at these five
components, you can develop a solid product evaluation.
A simpler way to do assessment is to ask those people who
know you well for an objective review. “If you were to
describe me, what 3 words come to mind?” is a simple but
effective way to collect descriptive words you can use later.
Also, read your evaluations. They can help describe your
performance, and employers like to see consistency between
what you say and what is said about you.
Market Research
Once you have an idea about the “product” you are
marketing (skills, interests, values, education and
experiences), find out WHERE it is needed. You may
already have an idea of where you would like to be, but does
that area NEED you? Sometimes by looking a little beyond
your initial circle of location, you can find opportunities.
Develop a profile of what type of a market you are looking
for. Research them to see what they need.
TIP: A great untapped source for information about schools
and districts can be found in an unusual source – Realtors!
One question they are often asked is “What are the schools
like? While they may not give you evaluative comments,
many times they have references about the quality of the
schools in a particular area. If you are looking from a
distance, they will be eager to help you since they may see
a sale in the future!
Chapter Summary
Develop a “Marketing Plan” for yourself. Know yourself,
especially your strengths. Know where you are marketing
yourself and what they need. Use the following work sheet
to help develop a personal profile to “sell” the “product”.
Above all, believe in what you are marketing. Be confident
and assertive.
Work Sheet
Three descriptive words about me:
1.___________________________________
2.___________________________________
3.___________________________________
An experience that sets me apart from others:
Type of student I am most effective with:
One statement/concept I want the school to remember about
me and my skills:
Chapter Two: Resumes and Cover letters
A simple way to look at your resume and cover letter is to
think of them as your “print ad”. These are the equivalent of
a newspaper advertisement which can quickly provide a
reviewer with the basic information needed. As such, they
are typically “historical” in nature, telling what you have
done. Another way to look at them, especially if you are
entering the field is to change the focus and make them
forward looking, focusing more on what you can do.
I am biased toward including a Profile or Summary
statement at the start of a resume. This allows you to focus
on what you say you can do and changes the focus of the
document from historical to future. The old Objective
statement such as “Seeking a position with a school which
will utilize my teaching abilities” is OK, but tells me nothing
new. Most objective statements say “I want a job”. That is
usually understood, so tell me something about WHY you
are a fit for this school or position.
Three important items to include in a resume:
1. Contact information
2. Historical Information
3. Information unique to you that raises questions
Contact information – pretty basic, right? Name, address,
phone and email. You would be surprised how many people
get this wrong. A 9 digit phone number is worthless. An
inappropriate email “[email protected]” might be fine for
friends, but not for an employer. Be sure it is correct and
professional. Also listen to your answering machine and let
your roommates know you need a professional message.
Pay attention to these details – a great resume without the
ability to contact the person is worthless. Also avoid “TMI”
(too much information). I don’t need your fax, beeper,
second phone, or too many options. Go with the basics.
Historical Information – the “boring stuff”. Some items
everyone will list, because every employer wants to know it.
Your Education (no need to list high school unless you feel it
is pertinent, a particularly prestigious school, or you are
applying to it directly), related experiences (volunteer or
community service counts!), and Employment.
Unique information – the hard part. Ideally, you want the
resume to raise as many questions as it answers. Entice the
reviewer to want to interview you. Spend some time
thinking about what is in your resume that will make the
reader want to talk to you more. Look for items that
showcase what is different about you.
The great length debate – 1 page versus 2 page resumes.
You will hear a lot about how long your resume should be,
but ultimately the choice is yours. If you feel one page
reflects you well, great. If you feel cramped, go to two
pages. I suggest having both – a nice crisp one page version
for job fairs or initial applications and a longer version to
provide to your references and contacts as well as to use in
the interview. If you go to two pages, three things to keep in
mind. Use the second page fully – if you only go over by a
third or less, you may not need a second page. Identify the
second page; always have your name in the upper right
corner so that if it gets separated, it can be reunited.
Prioritize – the most important information should be on the
first page. Items such as your degree/certification and
student teaching experience should be on the first page.
Seek out as many critiques as possible. If you are student
teaching, pass your resume around – especially to your
principal and other teachers! Give a copy to your family. Be
sure to give a copy to your career center for review. These
people not only see more resumes than you have written,
they may also catch a mistake. You will get a lot of
suggestions, but remember – it is YOUR resume! Keep the
suggestions that make sense to you and thank the others.
Cover Letters – As the name says, these “cover” your resume
and tell the reader what to look for. There are three main
parts to a cover letter, and the tone is different than a resume.
The resume is usually third person objective in case (no, or
very few, “I, me or my” statements. The cover letter is more
“first person obnoxious”, that is, a lot of “I, me or my”
statements. Brag a bit!
Today, there are other ways to cover the resume, and I will
talk a little about electronic (email) covers and also fax
covers, but the traditional paper cover letter is important. It
directs the recipient to the pertinent information, serves as a
writing sample, and shows you know how to communicate.
Format. Just as a resume has a different tone and should
show you in a unique fashion, the standard cover letter
should be proper business format. There is a sample at the
end, feel free to use it.
You want the cover letter to be confident. Avoid qualifying
words such as “think” and “feel”. As an educator, you use
these words every day, and this will be hard. You know
there are shades of gray, and you always want to leave an
option when you make a statement. In your correspondence,
you want to be definite. “I think I have the qualifications
you seek” is much weaker than “I have the qualifications you
seek in this position”. Be bold.
Tell me why you are writing. There are really only three
ways to begin the letter. You are applying for a position you
have seen advertised. You are “prospecting” – you know the
school hires teachers, but are not sure they have an opening.
‘I am writing to inquire about available positions” is an
appropriate beginning. The third opening is the most
effective, but the least used – Networking. Make a
connection between yourself and the recipient. Drop a name
or a connection in the opening. “Mr. John Smith, a mutual
acquaintance suggested I forward you a copy of my resume.”
The middle of the letter tells the reader why YOU are the
best candidate for the position, and highlights specific
reasons. This is where you brag and “advertise”. Tell them
why you are the best fit for the position. It should be the
longest part of the letter.
The last paragraph or line should denote some type of action.
Call me, I will call you, or send me something are typical
closings. If you do not ask for something, you will not
receive anything. Ask for an interview. Ask for some type
of action. Then be sure to follow up on it!
Electronic Covers.
More and more schools or districts ask for the application or
resume via email or fax. These can be very different than a
traditional cover letter. In general, they are shorter. Be brief
but thorough.
Use the subject line of an email to your advantage:
Subject: Applicant for 3rd grade position J. Smith
This lets the person know what the note is about without
opening it. In this age of “spam”, it makes a difference.
Be certain you have no viruses in your email. You would
make an impression by infecting a school with a virus, but
hardly the one you want to be remembered for!
The body of the email should briefly say why you are the
best candidate and that you have attached your resume.
Before you send an email application, send the first one to
yourself or to another person you know to see how it
transmits. Many things can happen to an email once it hits
cyberspace, so you want to see how it transmits.
Sample Cover Letter
Your inside address
Your town, state zip
Date
Their inside address
City, State zip
Dear XXX (To Whom It May Concern is OK….)
Why are you writing? Application, Prospecting or
networking?
Why do they need YOU? Talk about what you can and will
do. What are your main attributes? Here is your chance to
brag a bit and to direct them to items of interest in your
resume. This should be the longest part of your letter.
What will we do about it? Include an action. An Education
related closing I have seen “I will contact you in five days to
make sure you have received all materials needed to consider
me as a candidate”. Feel free to borrow it!
Sincerely
(Always sign!)
Ivana Job
Modular approach to Resumes
You may find yourself having difficulty in fitting onto one or
even two pages. The dilemma is that most recruiters will not
read more than two pages. Here is an emerging trend that
may provide some assistance. Think in terms of “modules”
or pages designed around specific topics. But first, a
“Phable” from Phil….
The teacher asked the class to write their name as many
times as they could on a piece of paper. As they tired and
said they couldn’t write any more, the teacher told them
“write your name on the top of the page and hand it in”.
Every student wrote their name one more time. Not only did
this prove that they could do “a little bit more”, it also
showed that you can “trick” people into extra effort. By
using a modular approach, you can entice the reviewer into
reading several extra pages!
For example, have a two page version of your resume with
the most pertinent information (Name, Profile, Related
Experience - especially Student Teaching!, Employment).
Perhaps you have held numerous leadership positions. Or
perhaps you have made a number of presentations or
volunteered for a variety of projects. At the end of the
resume, you can have the line:
References and complete community involvement available.
This alludes to “More information!”, and often makes the
reviewer look further. Of course, if you have additional
pages, be sure to have your name and contact information on
them. More advertising!
Chapter Summary
Your resume and cover letter are your print ads. Be sure
your name is prominent and the information reflects YOU.
Absolutely no typos or spelling errors! Get as many people
to critique and review your documents as possible. Spell
Check is OK, but do NOT rely on it completely.
Use the advantage of word processing. Tailor your resume
to each position. Especially tailor your cover letter to the
school and position.
Avoid obscure or different type fonts (and especially
graphics!) on any resume or document that you will be
transmitting via email. Times New Roman and Ariel are the
safest, and use Word or Rich Text Format (.rtf) as your word
processing program.
Resumes are always “works in progress”. Update it often.
Think “modular”. Today’s educators have much more
experience and have been more involved than any in history.
Market that to the fullest. A Profile can help summarize
your skills on the resume, but an addendum can showcase
specific details.
Be sure your name is prominent. If the reviewer remembers
one thing from your application, it should be your name. At
the very least, make it bold. And it should be on every piece
of paper!
Be consistent. For Example: if you use a state abbreviation
of all caps (PA), it should be the same throughout. PA, Pa or
Pennsylvania are the same, but distracting if you switch back
and forth. Pick one and stay with it.
Chapter Three: Portfolios
Portfolios are a very confusing part of the job search process
for educators. Part of this goes back to a time when career
centers maintained credential files for candidates. One way
to view portfolios is to think of them as credential files on
steroids – everything you would put in a credential file goes
in, plus any other related materials!
Another way to think of the portfolio is to think of it as a
document that is primarily for YOU. It can be a valuable
document to showcase what you have done, and a
comforting resource in an interview. Many candidates go
through the entire job search process without ever having the
opportunity to show off their portfolio…but it is nice to
know that whatever you are asked, you have an example
ready to show!
It also allows you to talk objectively about your skills and to
transfer your “bragging”. You aren’t bragging about
yourself, but you are showing tangible examples of what you
can do.
The standard for the portfolio in education is still the 3 ring
binder. This can expand or contract as needed, but one word
of caution – NEVER give out your original! It would take
forever to replicate it, so make copies or scan it and have a
digital copy. A CD or disk or even a website with your
portfolio would reinforce your claim of being “computer
literate”.
Be visual. Besides the usual outlines or documents, pictures
can help make your portfolio more attractive and memorable.
Pictures of bulletin boards are colorful and showcase your
skill, but one picture is a “must”. Show a class with you in
front. The visual impact of the heads turned up to you is
impressive and reinforces that you LOOK like a teacher!
Phil’s Phable #2:
Have a CD of your portfolio available to give out. At a job
fair or interview, it can be very impressive! One recruiter
left a job fair holding up a CD saying “Look at how they are
submitting their information – amazing!” I asked if they had
looked at the CD….and they had not. The moral of the story
is that recruiters are easily impressed by shiny objects (like
CDs!)
Credentials. The following are the standard documents in a
credential file. These may vary from state to state, but are
the documents without which you will not be hired.
1. Cover letter or introductory letter
2. Resume
3. Recommendations or References (minimum of 3)
4. Evaluations (especially student teaching)
5. Clearances (background checks)
6. Transcript
7. Teaching Certificate
But what if you haven’t completed your degree or are
waiting for completion? Submit all that you can. Have a
“place holder” for the other documents that are “in
progress”. For example, an “unofficial transcript” showing
courses taken will suffice until the final copy is printed by
the Registrar. Many Education Departments will provide a
letter verifying that a certification is being processed and that
all requirements have been met.
References and Evaluations are often confused or used
interchangeably. There is a difference. You have no choice
about the evaluations, they will be completed whether you
want them or not. You do have a choice with references.
First of all, get as many references as possible. These are
people who know YOU and can evaluate YOU relative to
the field you are entering. If you can get ten references, do
so! You may use only 3 for each application, but you may
use a different group for different positions. Think of them
as arrows in your quiver – different arrows may be better for
different targets!
Validate and verify your references. Simply ask “Will you
provide me with a good reference?” I am called to give
references on former students who I fired from positions. I
can provide a reference, but not a positive one! Give the
reference a copy of your resume. It helps the person know
more about you and talk more authoritatively about you, and
also makes them think about you as a potential candidate.
There are generally three types of references:
1. Phone reference
2. General letter (TWIMC – To Whom It May Concern)
3. Targeted reference
Some of your references will agree to all three, others will
want to be one or two. Remember, they are providing you
with a service. Find out which they prefer or feel
comfortable doing.
TIP:
Think “Consumer Evaluation”. We often seek people with a
title for our references. Consider having a former student or
parent provide a reference. They are excellent in showing
your impact. While that reference may not be in my top 3,
they certainly show another side. Think about it – if you are
purchasing a car, would you want comments from the
President of GM or from someone who actually drives that
type of car?
Chapter Summary:
Portfolios are a tool for YOU.
Get as much information as possible – you don’t need to use
all of it, but it is hard to pull something out at the last minute.
Think about using a variety of formats. Three ring binders
for a traditional show piece, a CD, disk or website for an
electronic version.
Have copies or backups of your information and NEVER
give out the original!
Portfolios are always a “work in progress” – update it often!
Borrow from others. Find a sample portfolio, review what
others have done and copy their format.
Be Creative!
Be sure to have all the documents a school will need to hire
you (credentials). This eliminates wasted time and makes
you more employable.
Chapter Four: Job Fairs
First of all, Job Fairs are a necessary evil. Nobody really
enjoys them, but from an employers’ point of view, it is a
great way to qualify candidates face to face. For candidates,
it is a great way to see a number of employers at one time.
But they are also loud, frustrating and sometimes
dehumanizing. It is no wonder they are sometimes called
“cattle calls” or “meat markets”.
Job fairs are also misnamed – very few people leave the fair
with a “job”. In reality, they are more appropriately called
“contact fairs” and they are truly a networking event. Being
offered a position at a job fair does happen, but it is
somewhat like getting married on a first date. It sounds
great, but may not be the best “match”.
From one of the national education job fairs which has over
200 recruiters and over 2000 participants, usually 3-4 percent
of the participants report some type of “significant” offer
(contract, verbal assurance, or tentative offer) at the time of
the fair. However, that same group reports that over 40
percent had received some type of “significant” offer as a
result of the fair after four months. Look at the job fair as an
investment, not just an event.
TIP:
Volunteer to help at a job fair prior to beginning your job
search. You will get to see what happens, pick up ideas of
what to do and what not to do, earn “bonus” points with your
career center staff and make contacts. All valuable things
when you begin the search.
Job fairs have different formats. The most common is an
array of tables and the “first come, first served” mode of
operation. Plan on standing in lines! Other fairs have
advance sign up for interviews, follow-up interviews,
priority interviews for specific majors, even post event
receptions. Find out the format in advance and prepare for it.
Mentally prepare for the event. If you are overwhelmed by
crowds, know that and prepare for it. One good way to
compensate for that is to attend an event like a job fair with a
friend. You have a built in support network. It is preferable
to have the friend be another job seeker, but we have had
friends, fiancés, even parents attend with candidates. One
key thing, though – never let someone else talk for you.
There is no bigger turn off at a job fair than having a
candidate come up to talk to you and their mother ends up
saying “What she meant to say was….” Trust me…it has
happened.
You also need to physically prepare for the event. Not
exactly like a marathon, but more like an expedition. You
should always have enough resumes. Twenty five is a
reasonable number. If you run short, there is usually a copy
machine in close proximity. Bring a few (3-5) copies of
supporting documents such as references and transcripts. If
you choose to bring the portfolio, you may want to leave it in
the car rather than hauling it all other the fair. CD versions
are a lot lighter to carry, and you can always let the recruiter
know that you can bring the document in to them if they
really need it.
A key preparation point for any job fair is the appropriate
attire. Dress for success. The standard is still a suit –
whether male or female. And for women, a skirted suit is the
top end. Personally, I am fine with a pants suit for women,
especially if you feel more comfortable and confident in it.
But a skirted suit still ranks as “the” business dress code. If
you go to a job fair, it is often difficult to distinguish
between a “business” job fair and an “education” fair based
on candidate dress. A key point is to be conservative. Short
skirts, “cute” ties may be trendy or make you feel like you
are expressing your commitment to the field, but they are not
always viewed positively. You may never wear a suit in
your role as a classroom teacher, but you need to dress the
part of a candidate.
Practice. Think of what questions will be asked. A job fair
is still an interview. It may only be five minutes long, but it
is your first impression. You do not want to appear
unprepared. Nor do you want to seem “rehearsed”. The
only way to prepare is to practice. There will be more in the
interview chapter, but there are four main questions in any
interview, job fairs included:
1. Tell me about yourself.
2. What are your positive qualities?
3. What are your negative qualities (essentially What’s
wrong with you?)
4. What questions do you have?
If you have done a good job with the assessment of your
“product” (YOU), you should have a solid idea of #1. Have
a 2-3 minute commercial. Question #4 is what knocks more
people out of an interview than any other – ALWAYS have a
question! Do your research about the school or district to
have a question. Most job fairs publish a list of who will be
coming, research them in advance. If all else fails, use the
age old strategy of reflection – pick a question they have
asked you and turn it on them. “You asked where I see
myself in five years….where does the district see themselves
in five years?”
TIP: Look at schools’ or districts’ Mission Statements.
These statements have key phrases that are the result of a lot
of semantic negotiations. How do they fit with your own
values and personal assessment? Be familiar with the key
concepts!
Prioritize. When you see who is coming to a job fair, pick 5-
6 targets and research them and know where they are located
in the event location. If you find long lines, look down your
list and consider going to your second or third choice. By
bypassing the “road block”, you may get ahead of the
“herd”. And when you have finished your list, look for
“opportunities”. A recruiter carrying a heavy box is a prime
opportunity. Offer to help. Talk to them. Be outgoing.
If you find yourself becoming overwhelmed (recruiters
sometimes call this the “deer in the headlights” effect),
regroup. Take a few minutes and step outside for some fresh
air. Have a glass of water. Avoid caffeine – it will only add
to the “jitters”. Back up, take a short break, but go back into
the fray! Job fairs lose about 40% of their candidates by the
mid point. Another 40% are tied up in lines or incapacitated
by sheer exhaustion. The top 10% use the final part of a job
fair to their advantage by freshening up and finishing strong
with a sweep of the recruiters.
Follow-up. You should get a business card from everyone
you talk to, and you should have a listing of who was there.
Send the people you actually met a thank you note or card,
and perhaps even another copy of the resume. If there is
someone you were unable to talk with, but are interested in,
send them a letter with your resume. As mentioned, job fairs
are really “contact” fairs. Make sure that the recruiters know
YOU.
TIP: The guides to theme parks (Walt Disney World, Six
Flags, etc) have a great suggestion. “Go Left”. The
majority of people go to their right when entering a park or
venue, and you can often avoid the initial crowd by heading
in the opposite direction. Think of the job fair as an
amusement park with employers rather than rides. Try it!
Chapter Summary:
Job Fairs are necessary evils. You may not like them, but
you need to participate. Prepare. Practice. Prioritize.
Take advantage of situational opportunities. Talk with
recruiters and others at the fair. Be sociable. Be aware of
what is going on around you.
Go with a friend or a group. You will have a built in support
group and a friendly face to see in the turmoil.
Be positive.
Have extra copies of important documents, but especially
resumes. You want to travel light and not feel like a “pack
mule”, but have a few extra copies of supporting documents
like references and transcripts.
Stand out, but not too “far out”. Assert yourself, but within
the constraints of what is conventional. It is better to sound
confident or even a little conceited than to appear “goofy”.
A sign or shocking pink suit will stand out and make you
memorable, but probably not in the way you want!
If you feel overwhelmed, take a break, but don’t leave.
Regroup and return.
Process the experience after the event. Write follow-up
notes, thank you notes and maybe even some notes to
yourself about what went “right” as well as what went
wrong.
Job Fairs are about contacts and impressions. Keep a file of
WHO you met, and make a strong, positive impression.
Chapter Five: Electronic Applications
The job search process was not confusing enough, so online
applications were added to further complicate your life. At
least that is the way it seems! Plan to spend about 3 hours
filling out most of these “simple” applications. You have an
extra 3 to 12 hours right now, don’t you?
If you answer “yes”, you are either not doing what you need
to do to finish your degree, you are independently wealthy
already and have a staff of people, or you have no life.
The first question to ask about online applications is if they
are going to where you are looking. For example, there are
many sites that serve the schools in Pennsylvania where I am
most familiar. There are probably several wherever you are.
Someone in Pennsylvania could choose PAEducator,
PAReap, Teachers-Teachers or Laser for example. Four
sites, but four different (but overlapping) groups of schools.
PAEducator serves predominantly (but not entirely) Western
PA. PAReap serves Eastern PA (and a few schools in New
Jersey). Teachers-Teachers handles New York to Virginia,
and Laser is for the Lancaster area. Some schools list
exclusively with a particular service, other with more than
one, some use it as a supplemental tool, others not at all.
Confused yet? It takes research and evaluation on your part
to decide where you want to spend the time to list your
information and make your application available. The time
you spend evaluating each available service will save you
time and anxiety later.
Most, if not all, of the sites for teacher applications will have
a login name and password. Most let you choose your own,
so think about simplifying your life and use the same or
similar log in information.
Read the directions THOROUGHLY! How will they use
your information? What is their privacy policy? How long
do they keep your file active? Are there any costs involved
(and are they worth it?)? You are not only a consumer here,
you are also part of what they use to market their site to the
schools they serve (or hope to serve).
One important thing to keep in mind. You do not have to
complete the application at one sitting. Most sites allow you
to go in and edit, update and complete your application in
small sessions. Once you complete the application, you can
then activate it. This becomes important at the start of the
process and at the end. Plan ahead, and begin your file well
before you need it. You can update and add to it. It may not
be possible to complete the file the night before a school
wants it! At the end, be SURE it is “live” or active. I have
seen many candidates complete their application and walk
away saying “I am glad that is done!”. But they failed to
activate their file, letting the online site know it is complete,
and the schools are not given access to it. Talk about “hiding
your light under a basket”! Be sure the file is active!
TIP: If your state has a “standard application”, complete
that first. Most online services use that as their outline of
what they will have you fill out. If you have that completed,
you will have already completed the most time consuming
part of the process, compiling the names, addresses and other
information required.
Ideally, you should have a high speed internet connection
when working on your online application. Save your
information often, as well. The worst case scenario of
having your application nearly complete and your computer
“crashing” happens all too often. Remember, you can go
back in and update and edit the information.
Once you have your online application completed and the
file is activated, advertise it! In the resume is a good spot, as
is the cover letter. The old line of “References available
upon request” does not provide much information, but you
can use that in a different way:
References and complete employment information available
through Educatorform.net
This lets the employer know that you are listed with that
service. If they are a participating employer, they know
where to find your file!
You should also check your file on a regular basis. Each site
is different, but some even have a section which shows you
who you have contacted or who has viewed your
information. This can be very valuable in following up with
potential employers!
TIP: When you check on your file, always “resubmit”
whether you have changed your data or not. Some of the
sites maintain “dynamic” databases, which means that the
files come up in the order they were submitted. By
refreshing or resubmitting your file, you continually “rise to
the top”. Tricky, isn’t it!
You can also have a link on a personal webpage to your
information, although some may have this information
protected by a password. Check on the specifics.
Consider having a business card which gives your contact
information and also indicates which services you are using.
Above all, when you need help with one of the electronic
sites, ask for help! Your career center may have
information, but most often it is best to contact the provider
directly!
Chapter Summary:
Look for the electronic service (or services) that are used in
the geographic area in which you are seeking employment.
Compile the information needed in advance (completing a
state application first can save you time!)
Double check, triple check your information before you
activate the file. Typographical errors on line are more
common, but they are still errors!
If you upload files or information, check them! They can
upload empty. They can scramble information. They can
upload the entire folder which may contain information you
don’t want or need to share! Look at what you have “out
there”.
Refresh often!
Once you accept a position, make your file inactive. Don’t
just leave it out there to frustrate employers.
If you receive information you don’t think you should have,
notify the online service – they shouldn’t be “spamming”.
Write down your login and password in a safe place.
Avoid working with your file on public computers, but if you
do, ALWAYS close it out. Log out and close the browser!
Read (and follow) the instructions.
Service(s) where you are registered:
Log in name:_______________ Password:_____________
Chapter Six: Networking
Without a doubt, networking is the most effective way to
conduct a successful job search. Of course, the common
assumption is that “networking” translates into “It’s not
WHAT you know, it’s WHO you know”. I don’t agree, and
I think that phrase is wrong on two accounts.
1. It IS WHAT you know – you need to have the degree
and certification in order to even be considered.
2. It isn’t who YOU know, it is who knows YOU that
matters.
The key is getting as many people to know you as possible.
Insert yourself. If you go back to the first chapter on
Marketing, you can see that this is the major problem for
most educators. We are not “pushy”. Networking is not a
comfortable process for us. It is WORK!
If you are student teaching, you should be giving your
resume to every teacher and administrator in that school.
They may not have hiring responsibilities or may not have an
opening at that particular school, but consider this:
Educators tend to know other educators. Not only can they
give you some feedback on your resume, they can also
promote your name to other contacts they have. Let them
network for you.
As mentioned in the chapter on job fairs, these are major
networking events. Develop a contact list of recruiters from
these events. Follow up with them. Use them to establish
your own network.
Another great source of contacts is through professional
associations. You may be able to join as a student member if
you are still in school, or at the very least, you can browse
through their website to find information and professionals
in the field. Mentoring has become a large part of
professional associations, and practitioners do welcome
contact from people interested in entering their field. Be
considerate of their time, and you may be surprised how
much assistance they will be willing to provide!
An often overlooked networking resource is alumni from
your institution. When you are in a school, ask if there are
other graduates from your school. Often the Alumni office
at your institution will be able to provide you with alumni in
your field in the same area.
Another under developed networking resource are your
fellow job seekers. We usually view each oth as “the
competition” and do not network among our peer group.
While it is true you will be competing against others in your
field, they can also be a resource. Consider sharing
information. Think about practicing interviews with each
other. Critique each others’ resumes and job search
materials. Think about this scenario: You interview at a
school, but find that it may not be a good fit for you. It may
be a good placement for someone you know. Connect that
person with the recruiter or school officials. They may do
the same for you, and you are seen as a “team player”. One
of the qualities that is highly prized among recruiting staff is
how a person will fit into a team.
Volunteering can also be a networking opportunity. Besides
being a “good” thing to do, it brings you into contact with
others in the field and can make a positive impact. You
probably do not want to take resumes to a service project,
but you should always have paper and a pen handy to write
down contacts and follow-up by sending them a resume or
information.
Chapter Seven: Interviews
Your “advertising” has worked, the networking has paid off,
the application was in the right place at the right time.
Whatever happened, you find yourself with an interview!
Now the nerves start to kick in. What do I wear? What will
they ask? What will I say? Who will be there? A million
questions are going through your mind. Two important
points to consider:
1. It is OK to be nervous. Just do not let it get in your
way. A little bit of nervousness conveys that this
“matters”, and also releases adrenalin to help you
focus.
2. An interview is where YOU should excel. Consider
this a “teachable moment” and you are teaching the
interviewer or group about the subject you are the
world’s expert on – YOU!
When does an interview begin? The interview begins when
you leave your “world” and ends only when you return to the
safety of your space. Any time you are outside of your
space, you may be observed, and that can be a part of the
interview. To illustrate, here are some more of my
“phables”:
1. A candidate went to an interview, and unfortunately was a
little late. Driving around the parking lot, everything was
full, except for one last space which he took. Arriving in the
office, he had to wait…the interviewer was also late! Finally
when they arrived, the reason was that someone had taken
their reserved space in the parking area. Guess who had
taken it? And guess who did NOT get the position!
2. One superintendent has an office that looks out over the
parking area for visitors. After the interview, he goes to the
window and observes the candidate leaving. If that person
rips off their tie or lights up a cigarette or does anything
“inappropriate”, it counts against them.
The moral – your interview is never over until you return to
your home. Be aware of what is going on around you and
act accordingly. You are being observed! It may not seem
“fair” to you, but it is part of the process.
Solicit questions in advance. You can find lists of questions
from many sources, get some and practice. One element to
keep in mind, you do not want to appear “rehearsed”, so you
have to have general responses. But you also want to appear
knowledgeable, so you need to have some specifics.
Dress professionally for the interview. Your career center
can provide examples or suggestions for how to dress, but
you also want to be comfortable. Find a “happy medium”.
The better you feel about how you are dressed, the more
confident you will be in the interview.
Ask about the structure of the interview in advance. What is
the format? Is it one interview, or will you have several
meetings? Who will be there? What materials should you
bring?
Plan ahead, know where you are going and arrive early. If
you should be delayed, call and let the office know, but try to
anticipate delays and avoid them at all costs.
Turn off your cell phone. Your focus should be on the
interview, not who may be calling you.
Always follow-up the interview with a thank you note.
While it is convenient to send an e-mail note, nothing makes
a statement like a personal, hand written note. Think of it as
one final piece of “advertising” that promotes your name.
Chapter Eight: Experience
What has shaped you into the teacher that the school or
district wants? That is the underlying question the
interviewer is trying to answer when they ask about your
experience. Prior performance is not infallible, but it is a
pretty good predictor of how you will act in the future.
Think about your experiences. What has it contributed to the
“total package” you bring to the workplace?
Besides the obvious examples of student teaching, practica,
or field experiences, think about other examples. In your
work (maybe some of the “usual” jobs like retail or food
service), were you called on to help train new employees?
Training is just another word for teaching. Have you
volunteered in a setting that allowed you to try out and hone
your education ability? If so, tell me about it in the resume,
through recommendations from the people you affected or in
the interview.
Service Learning is a relatively new term, but a “tried and
true” concept. By mixing “hands on” experience with the
theoretical classroom training, you strengthen what works,
and, just as important, you find out what does not work for
you. Describe some of your experiences. Think about what
works, and especially about what works for you.
Have some “stories” – not too long, but anecdotes about how
you identified a problem, evaluated it and provided a
solution. After all, that is what experience is. And it is a
good indication of how you will act in similar situations.
Don’t assume or be overly humble when describing or
talking about your experiences. Share credit when
appropriate, but too often we compliment others too much
when talking about what we have done. The recruiter or
interviewer is left thinking “maybe I should hire their friend
who was so instrumental in completing that project.” The
interviewer wants to know you have the ability to be a team
player, but ultimately wants to know about you. Brag a bit,
and always remember – the job search process is about
YOU.
If you find yourself short on experience, think about your
transferable skills. Go back to the self assessment part of the
job search and incorporate your skills, interests and values.
While education and experience are two crucial parts of your
resume, portfolio and materials, employers look for more.
Make yourself “value added” by incorporating those three
ingredients into the mix. Volunteerism is an important way
to add to your “human capital”. Consider this point. I know
why someone takes a part time position – usually for the pay,
perhaps for a reference and for experience. A good service
experience can also tell me what you do for yourself.
If you find yourself short on experience, perhaps it is
because you are defining the topic too narrowly. Think
broader and incorporate relevant volunteer activities and
basic skills, interests and values.
Still seem light on the experience? It is never too late to add
to this – remember, just as the resume is always a “work in
progress”, so are YOU!
Chapter Nine: Gimmicks and Tricks
You may be tempted to try some “quick fixes” or attention
grabbing strategies – the general rule is “don’t”. Things such
as printing your resume on a t-shirt or wearing a sandwich
board at the job fair may seem like a way to “stand out”, but
they rarely work the way you want. But here are a few ideas
that can work….and a few examples that you should avoid.
The gold paperclip. When you have more than one page
(such as with a two page resume or with multiple page
applications), use a paper clip, not a staple. Staples rip the
pages or complicate copying, a clip is better. Instead of a
standard clip, buy the gold toned ones – I have seen it get a
second look – more face time for your name!
Paper. Buy good quality paper, but avoid some of the papers
that cause more problems than they solve, such as neon or
dark bold colors. “Granite” or heavily textured papers often
copy “dirty” making your information look sloppy. Before
buying a ream of expensive paper, ask to see how it looks
when duplicated. One candidate used red paper for her
materials. It stood out as an original, but when copied, it was
solid black. It also jammed the copier which gained
attention, but not the intended kind. You may also want to
avoid those pricey “extras” such as folders which say
“resume” (I can figure it out), binders (I just have to remove
them) and matching envelopes (most get discarded).
Pictures, graphics and logos. You may think the cute apple
picture on your resume emphasizes your “teacherness”. It
may, but more often it distracts the reader or makes them
wonder what you omitted or think that you needed it to fill
empty space. Pictures of you on a resume may be
appropriate if you are applying to another country (they are
standard in Asian countries), but often make recruiters
uncomfortable. They are best left off.
A quality logo may be worth it. Two examples – one good,
one not so good. I saw a resume with a gold embossed
Fleur de lis. The candidate was a French language major, so
there was a connection. In addition, when the resume was
copied, it was a solid black – still noticeable and appropriate.
A second candidate had a border made up of small soccer
balls. When asked if he would be able to coach soccer as
part of his duties, he replied “no, I don’t really like the game,
but thought the border looked neat”. If you use a logo, it
should be relevant, small and professional.
Websites. A link to a good personal website is a positive
way to show your computer literacy, but can be risky. Make
sure the links work, no advertising on it (free hosting sites
will add ads, and not necessarily products you might
endorse!) Keep to the same standards you have for your
print material! It should reflect YOU.
Professional dress. As mentioned before, be conservative.
A unique color suit may stand out, but may also be seen as
“too flashy”. The school bus tie or cartoon tie is often seen
as “too cute”. Go with the basics, blue, gray, black with
white blouse or shirt. A candidate at a job fair had selected a
wonderfully tailored suit, great fit, great material, but it was
a bright orange. She stood out, but not in the way she
intended. Recruiters all commented on the “pumpkin lady”.
Also keep jewelry and accessories to a minimum. The
canvas bag with “TEACHER” in sequins might be your
favorite or your “lucky bag”, but it is out of place in the
professional setting.
The best “gimmicks and tricks” are still just that. Gimmicks.
The best way to be noticed is to have quality materials, well
prepared answers and a professional demeanor. These
require preparation and there are no shortcuts.
Chapter Ten: The Principal Principle
Principals can be a great ally in your search for an
educational career. Get to know them! That is easier said
than done! They are busy people, often distant and, frankly,
a little intimidating! Remember how you felt when
threatened with “I’ll send you to the principals’ office…”?
But think about this, they started their career just as you – as
a classroom teacher.
First of all, remember to spell their title correctly – I see
“Principle” far too often as the title. Remember the old
guide “the Principal is our ‘pal’”. Corny, but it works.
Career Centers used to maintain files for student teachers,
and in reviewing them I found that less than 40% had a
reference or recommendation from a principal. We
convened a focus group of principals, and one of the
questions we asked was “Why don’t you write more letters
for your student teachers?”. The answer was simple “They
don’t ask.”
Here is a strategy: Present your resume to the principal
where you are (or have) student taught (or volunteered) and
ask them to review it. You might also ask them to come in
to observe a lesson or a day you are teaching. Then ask for
feedback and a letter. If they say “no”, you are no worse off
than before.
Why are principals so important? Even if I do not know the
particular individual who writes the reference, if I see the
title, I know that they have a certain perspective. It helps
you gain credibility.
A good tip for expanding your network!
Chapter Eleven: Web resources
First off, DO NOT RESTRICT YOUR SEARCH TO THE
WEB. It is available 24 hours a day, 7 days a week, but it is
not the best way to connect. It is a tool – a very useful tool,
but it may not be getting your resume and name to the
“right” people.
Having said that, use the internet as a resource for research
and, if appropriate, for submitting your information. When
is it appropriate? When you know that is how the receiver
expects it! Online or electronic submissions are often
expedient but they are also anonymous and often frustrating.
They are not a substitute for good, old fashioned networking.
There are literally millions of possible sites to use in a job
search ( a simply search returned over 236 million!). By the
time you finish looking at those, there will be another 200
million to check, so try to find some useful sites that return
results! I have listed some favorites below – check them out
and find your own!
US Department of Education: www.ed.gov
State Departments of Education: Go to the state you are
looking for, and the Education Department should be
obvious. A tip – this address will get you to any state, just
put in the postal code for the “XX” www.state.XX.us
Realtors: What is the most often asked question to a real
estate agent? “How are the schools?”. Here is one good
resource: www.reply.com (look at school statistics)
Dress for success: Need some ideas? Here is a site that
won’t try to sell you anything, although they are a clothings
store. www.symsdress.com
Independent and private schools: Another good source of
employment www.nais.org
Non Profit jobs: www.opportunitynocs.org This national
site will also list positions by state or area.
Application sites: First, find out what sites serve your area.
Some of the national services also have regional or local
sites as well. Two examples www.teachers-teachers.net
and www.usreap.net
Perhaps the most often overlooked site, but one of the best
and most helpful will be your own college or university
career center. If you are relocating to another area, you can
ask your school for some suggestions for contacts at schools
in the area you plan to move to. Most career centers will
assist other graduates if a letter of reciprocity is obtained
from your home institution. Don’t overlook the obvious –
visit your career center – either virtually or in person, but
make use of this valuable resource.
And remember – use the web as a tool, but it should not be
the only one. Used in conjunction with networking, job
fairs, campus interviews and personal visits, it can help you
immensely. Uploading a resume and sitting back waiting for
the job offers to come in may sound good but rarely happens.
Chapter Twelve: Social Networking on the web
Google yourself. If you haven’t tried that, you should – you
might be surprised what you find! Trust me, employers will
do that to find out more about you.
If you have a page on a social networking site (think
MySpace, Facebook and others), take a good hard look at it.
You can be sure your students, potential employers and
others will look at it as well. The old rule of “If you
wouldn’t want your mother to see it, don’t put it on there”
holds true. If you do have a page, set the privacy settings
As high as you can so you know who is accessing it.
But think beyond that – did your friends put an embarrassing
picture of you on their page? Did they “tag” you in an online
album? If so, it may show up in an on line search. Check
them out, and get them removed before you go far in your
job search.
Chapter Thirteen: Can you read this?
You can often look at something you have written and fail to
see errors that are obvious to others. This is one of the major
problems with resumes, and a good reason to always have an
objective person review your job search materials.
This phenomenon has even been given a name! Enjoy the
following:
I cdnoult blveiee that I cluod aulaclty uesdnatnrd what I was
rdanieg! The phaonmneal pweor of the human mind.
Aoccdrnig to rscheearch taem at Cmadrigde Uinervtisy, it
deosn’t mttaer in what order the ltteers in a word are, the
only iprmoatnt thing is that the frist and lsat ltteer be in the
rghit pclae. The rset can be a taotl mses and you can sitll
raed it wouthit a porbelm. This is bcuseae the human mind
deos not raed ervey lteter by istlef, but the word as a wlohe.
Scuh a cdonition is arppoiately cllaed:
Typoglycemia
Amzanig, huh? And you awlyas thuohgt slpeling was
ipmorantt.
Now you know why it is very important to have as many
eyes as possible look over your resume! You will get so
accustomed to the words that you won’t notice a misspelled
word!
Chapter Fourteen: A “killer” question – and how to
handle it
One of the “hottest” questions out there today goes
something like this:
So….tell me about No Child Left Behind…
How do you answer it? Watch out for the politics involved –
does this person like it? Hate it? What are they looking for?
This is a great example of a question that will make you
squirm! Here is a thought for how to respond:
1. Define it – apolitically, without judgment.
NCLB requires that all states establish a definition of
Adequate Yearly Progress (AYP) that each district and
school is expected to meet in order to have all students
perform at the proficient level in reading and math.
2. Turn it around. If you notice, the responsibility rests
with the school and district. Return the question to
the person in a confident way:
It is a law – we need to comply with it. As a qualified
educator, I can implement a plan that your school or district
has determined will meet the law. What activities have you
instituted to meet the requirements?
In this way you not only get the message across that you
know what NCLB is, but you also stress that you are a
qualified teacher.
Chapter Fifteen: A Checklist Resource
Student Teaching Check List
For Career Development
• Focus on Student Teaching! This is your most
important “task” An excellent student teaching
experience and a good job search plan will serve you
better than an average student teaching experience
and a great job search!
• Resume – Do one now! You can email it for a
critique, and the distribute it to everyone you know!
• Job Fairs – A “necessary evil” – check for upcoming
events such as job fairs. A list for East Coast events
is available at: www.udel.edu/CSC/maee/jobfair.htm
• Standard State Applications – doing these first will
save you a lot of time when you go to complete the
online applications such as those below
• Electronic Applications (PAReap, Laser.net ,
PAEducator, etc.) – many links are available on
websites, you will want to complete the Standard
Application first!
• Network! Make sure that everyone you know knows
that you are looking for a position! (Hint…you will
find a lot of Alums from your school in the schools
where you student teach…they can help!)
• Remember your Career Center! They can not only
help you while you are a student, but also as an
alumnus! If they have a resume database, credential
system, alumni network. Use it!
ADDENDUM 1
PDE 353A (3/20/07) 1
STANDARD APPLICATION For Teaching Positions in Pennsylvania Public Schools
(PLEASE PRINT OR TYPE)
POSITION(S) DESIRED
NAME
LAST FIRST MIDDLE SOCIAL SECURITY NUMBER1
PRESENT ADDRESS
STREET (AREA CODE) TELEPHONE
CITY STATE ZIP CODE
PERMANENT ADDRESS
STREET (AREA CODE) TELEPHONE
CITY STATE ZIP CODE
E-MAIL ADDRESS (IF AVAILABLE)
LIST, IN ORDER OF PREFERENCE, THE GRADES, SUBJECTS
AND/OR POSITIONS FOR WHICH YOU ARE APPLYING: 1. 2. 3.
CERTIFICATION (LIST ALL AREAS IN WHICH YOU HOLD VALID PENNSYLVANIA AND/OR
OUT-OF-STATE TEACHING CERTIFICATES. NOTE: APPLICANTS
HOLDING A CERTIFICATE FROM ANOTHER STATE MUST OBTAIN A
PENNSYLVANIA CERTIFICATE IN ORDER TO TEACH IN PENNSYLVANIA
PUBLIC SCHOOLS.)
AREA OF CERTIFICATION ISSUING STATE DATE ISSUED HAVE YOU ACQUIRED TENURE IN PENNSYLVANIA?
IF YES, IN WHAT SCHOOL DISTRICT?
DATE AVAILABLE FOR EMPLOYMENT
IF YOU ARE NOT EMPLOYED FULL TIME, ARE YOU INTERESTED IN BEING
PLACED ON OUR SUBSTITUTE LIST? YES NO
LONG-TERM YES NO SHORT-TERM YES NO
1 Federal Privacy Act [5 U.S.C.§552A NOTE] Statement. Authority for
requesting social security account numbers: Public
School Code of 1949 [24 P.S. § 12-1212, 24 P.S. §1224] Principal
Purpose: To verify certification. Other Purposes:
Identification and collection of criminal/disciplinary records for certified
educators. Disclosure: Mandatory. Failure to
provide the Social Security Number will result in an applicant not being
considered for employment.
PDE 353A (3/20/07) 2
EDUCATIONAL BACKGROUND SCHOOL OR INSTITUTION AND LOCATION MAJOR/
MINOR
DIPLOMAS,
DEGREES OR
CREDITS EARNED
GRADE POINT
AVERAGE
(GPA)
HIGH SCHOOL
COLLEGE/UNIVERSITY
COLLEGE/UNIVERSITY
GRADUATE STUDY
GRADUATE STUDY
EXPERIENCE (PRESENT OR MOST RECENT FIRST)
Dates Name of Employer and Address Your Title
From
To (Area Code) Telephone:
Work Performed: Reason for Leaving:
Name & Title of
Supervisor:
Final Yearly
Salary:
Dates Name of Employer and Address Your Title
From
To (Area Code) Telephone:
Work Performed: Reason for Leaving:
Name & Title of
Supervisor:
Final Yearly
Salary:
Dates Name of Employer and Address Your Title
From
To (Area Code) Telephone:
Work Performed: Reason for Leaving:
Name & Title of
Supervisor:
Final Yearly
Salary:
Please list activities that you are qualified to supervise or coach:
PDE 353A (3/20/07) 3
If you have not been previously employed in a teaching
position, please complete the following:
STUDENT OR PRACTICE TEACHING GRADE OR SUBJECT
TAUGHT
NAME AND ADDRESS OF SCHOOL 1. COLLEGE SUPERVISOR
2. COOPERATING TEACHER
1.
2.
1.
2.
Student Teaching References:
Please attach photocopies of letters of reference and/or
evaluations from college/university student teacher
supervisor and cooperating teacher(s).
REFERENCES
References should include superintendents, principals or
professors who have first-hand knowledge of
your professional competence and your personal
qualifications. Experienced teachers should include the
superintendent and principal of the two most recent schools
in which employed. If any person(s) listed
should not be contacted for reference at the present time,
indicate in the left-hand margin the date
contact(s) may be made.
NAME POSITION ADDRESS TELEPHONE
OTHER QUALIFICATIONS
Summarize special job-related skills and qualifications
acquired from employment or other experiences
(including U.S. military service) and/or state any additional
information you feel may be helpful in
considering your application, i.e. honors, awards, activities,
technology skills or professional development
activities:
PDE 353A (3/20/07) 4
GENERAL BACKGROUND INFORMATION
You must give complete answers to all questions. If you
answer "Yes" to any question, you must list all
offenses, and for each conviction provide date of conviction
and disposition, regardless of the date or
location of occurrence. Conviction of a criminal offense is
not a bar to employment in all cases. Each
case is considered on its merits. Your answers will be
verified with appropriate police records.
Criminal Offense includes felonies, misdemeanors, summary
offenses and convictions resulting from a
plea of "nolo contendere" (no contest).
Conviction is an adjudication of guilt and includes
determinations before a court, a district justice or a
magistrate, which results in a fine, sentence or probation.
You may omit: minor traffic violations, offenses committed
before your 18th birthday which were
adjudicated in juvenile court or under a Youth Offender
Law, and any convictions which have been
expunged by a court or for which you successfully
completed an Accelerated Rehabilitative Disposition
program.
Were you ever convicted of a criminal offense? Yes No
Are you currently under charges for a criminal offense? Yes
No
Have you ever forfeited bond or collateral in connection with
a criminal offense?
Yes No
Within the last ten years, have you been fired from any job
for any reason? Yes No
Within the last ten years, have you quit a job after being
notified that you would be fired?
Yes No
Have you ever been professionally disciplined in any state?
Professional disciplined means the annulment, revocation or
suspension of your teaching certification or having received
PDE 353A (3/20/07) 4 (continued)
your teaching certification or having received a letter of
reprimand from an agency, board or commission of state
government, such as the Pennsylvania Professional
Standards and Practices Commission.
Yes No
Are you subject to any visa or immigration status, which
would prevent lawful employment?
Yes No Note: If you answered "Yes" to any of the above questions, please
provide a detailed explanation on a separate sheet of
paper, including dates, and attach it to this application. Please print
and sign your name on the sheet, and include your social security
number.
PDE 353A (3/20/07) 5
ACT 34 COMPLIANCE (Background Check of
Prospective Employees) Each applicant must submit with the employment application a
State and Federal criminal history report or a
copy of the completed form/request.
************************************************
ACT 151 (PA Child Abuse History Clearance) Each candidate must submit with his/her employment application
a copy of an official clearance statement
obtained from the Pennsylvania Department of Public Welfare or a
statement from the Department of Public
Welfare that no record exists. The clearance statement must be no
more than one (1) year old. The applicant
MUST submit the ORIGINAL report prior to employment.
*******************************************
ESSAY Please write an essay as described on page six. For your
convenience, you may attach a sheet; however, your
essay may not exceed one page. At the bottom of the attachment,
please print and sign your name.
*******************************************
CERTIFICATION AND RELEASE AUTHORIZATION
I certify that all of the statements made by me are true, complete
and correct to the best of my knowledge and belief, and are made
in good faith. I further certify that I am the sole author of the
essay. I understand that any misrepresentation of information shall
be sufficient cause for: (1) rejecting my candidacy, (2)
withdrawing of any offer of employment, or (3) terminating my
employment.
I hereby authorize any and all of my previous employers and/or
supervisors to release any and all of my
personnel records, and to respond fully and completely to all
questions that officials of____________ (school
district) may ask regarding my prior work history and
performance. I will hold such previous employers
and/or supervisors harmless of any and all claims that I might
otherwise have against them with regard to
statements made to this school district. I further authorize these
officials to investigate my background, now
or in the future, to verify the information provided and release
from liability all persons and/or entities
supplying information regarding my background. However, I do
not authorize the production of medical
records or other information, which would tend to actually identify
a disability nor do I authorize inquiries
which would include information related to any medical condition
or medical history. Further, I do not waive
any rights which I may have under state or federal law related to
my right to challenge the disclosure of
unlawful or inaccurate information, whether by the school district
or by entities or persons providing such
information to the school district, including any and all claims
concerning allegations of employment
discrimination because of race, color, sex, religion, national origin,
ancestry, age or disability. Date Signature of Candidate (in ink)
[Must be original]
Pennsylvania school districts shall not discriminate in their educational
programs, activities or employment practices based on race, color,
national
origin, sex, disability, age, religion, ancestry or any other legally
protected classification. This policy is in accordance with state and
federal laws,
including Title VI of the Civil Rights Act of 1964, Title IX of the
Education Amendments of 1972, Sections 503 and 504 of the
Rehabilitation Act of 1973, the Age Discrimination Act of 1975, the
Americans with Disabilities Act of 1990 and the Pennsylvania Human
Relations Act. Information relative to special accommodation, grievance
procedure, and the designated responsible official for compliance with
Title VI, Title IX, and Section
504 may be obtained by contacting the school district. PDE-353A (3/20/07)
ESSAY We are interested in your ability to organize and express thoughts
on a specific topic in a succinct manner. Please
select one of the following topics and write an essay in the space
provided on this page.
1. The Most Important Qualities of an Outstanding Educator.
2. My Philosophy of Student Discipline.
3. The Importance of Continuing Professional Development and
How I Plan to Incorporate It Throughout My Career.
4. Essential Elements of Instruction, Administration or Area of
Certification.
5. How Information Technology (i.e., computers, Internet) Can Be
Integrated into the Instructional Process and Curriculum.
Signature Name
Note to applicants: This application can be downloaded from the
Department of Education's home page which is accessible at:
http://www.state.pa.us. This application was developed, in accordance
with Section 1204.1 of Act 107 of 1996, by the Pennsylvania Department
of Education is consultation with organizations representing school
administrators, including personnel administrators, teachers and school
boards. Questions should be referred to PDE School Services Unit at
Voice Telephone (717) 787-4860, Text Telephone TTY (717) 783-8445
or FAX (717) 783-6802. If you need accommodation in completing this
application, including alternate format, please contact the school district.
ADDENDUM 2
Testing!
The following is excepted from the Praxis Series
information. www.ets.org/praxis
What are the Praxis tests? Which tests should I take? The Praxis Series tests are comprised of the Praxis I Pre-
Professional Skills Tests (PPST), which are designed to
measure basic skills in reading, writing and mathematics;
and the Praxis II Subject tests which measure knowledge of
specific subjects that K-12 educators will teach, as well as
general and subject-specific teaching skills and knowledge.
Colleges and Universities may use the PPST tests to evaluate
individuals for entry into teacher education programs. The
assessments are usually taken early in your college career.
Praxis II Subject Tests are usually taken by individuals
entering the teaching profession as part of the teacher
licensing and certification process required by many states.
A number of professional associations and organizations
require these tests as one criterion for professional licensing
decisions.
Testing requirements for all states that use Praxis tests for
licensure can be found on the Praxis website at
www.ets.org/praxis/staterequirements. Please note,
however, that licensure requirements are often complex and
change frequently; therefore, we urge all candidates to check
directly with the state or agency with which they are seeking
licensure for complete details.
You can visit the Praxis Series website to register online,
access test preparation materials, and get the latest testing
and registration information, news and more.
ADDENDUM 3
Sample Candidate Checklist
The following is a sample of what a school or district will
need to consider you for candidacy. BE THOROUGH AND
MAKE SURE YOU HAVE EVERYTHING REQUIRED!
1. Application forms (May be a state application or
one developed and used by that specific school or
district) All information and questions completed (do
NOT say “see resume” – complete the form!). BE
SURE TO SIGN THE APPLICATION.
2. College Transcripts Undergraduate and graduate
transcripts. Certified from the Registrar is required
upon hiring, a copy may be acceptable, but check!)
3. Certification Proper certification in the area for
which you are applying is required.
4. College Degrees A copy of each degree is required
(a diploma will serve as degree verification)
5. Evaluations Copies of principal’s or supervisor’s
evaluations from previous employment; if graduated
less than two years, copy of student teaching
evaluations (2 or 3)
6. Clearances Approved background checks as
required by the state of employment. May include an
FBI check.
7. References Three (sometimes as many as five)
recent letters of reference.
*adapted from the Chester Upland School District Candidate
Checklist 2007
Specific districts and schools may have additional
requirements, such as drug screening or writing samples. Be
sure to check with them when you apply.
Afterword
I sincerely hope you find this book useful – every person
finds a unique path to their career and will use different tools
and strategies along the way. If you find other tools which
prove useful to you, pass them along! I would love to hear
of your successes and will include items in future editions of
this publication. Likewise, if you find obstacles, pass them
along – others may have found solutions and can assist you.
My main hope is that this assists you in finding that path to a
teaching position which allows you to practice the art you
have developed. Market your passion!
About the author:
Phil Tripp has worked in Higher Education for over thirty
years in a variety of capacities, mostly in the Student Affairs
areas of Residence Life, Orientation, Student Organizations,
and most recently in Career Development. He has also
served as chair of one of the largest teacher job fairs in the
United States, the Delaware Valley Education Consortium.
ISBN: 978-1-4276-2836-7