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Table of contents
Planning and preparation P4
The education job market P8
How hidden jobs are found P9
Resumes P10
Applying for a job P15
Key Selection Criteria P18
The interview P21
Appendix 1: 250 Action Verbs P30
Appendix 2: Useful Websites P31
Developed by the Independent Education Union Victoria Tasmania (2012), incorporating revisions by Steve Whittington and materials from ‘Managing Your Career’ (2006) reproduced with permission from the NSW/ACT IEU.
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Dear Student Teachers
Congratulations on joining a challenging and rewarding profession. Starting out in education can be daunting, but IEU Victoria Tasmania is here to help you in your career, every step of the way.
Training and Professional Development As a IEU Victoria Tasmania member you have access to extensive, high-quality training and professional development, including the Beginning Teachers conference held at the start of each year, CV writing workshops, classroom management and communication seminars and the ever-popular “PD in the Pub”. The Teacher Learning Network (TLN), a IEU Victoria Tasmania / AEU training provider, also provides ongoing PD throughout the year.
Advice, Support & Insurance We’re also here to lend a helping hand, if you’re having trouble at work. If you need advice, support or representation on a matter to do with your employment, IEU Victoria Tasmania is only a phone call away. We also offer legal liability and professional indemnity insurance to all members, and have a team of legal officers to assist you in any issues that arise.
Be “In-The-Know” The informative and in-depth coverage provided in IEU Victoria Tasmania publications, The Point and Independent Education is available exclusively to members. Additionally, all members receive regular email bulletins on educational and professional matters. For a full list of member benefits, refer to the IEU Victoria Tasmania Member Benefits Booklet, or check the IEU Victoria Tasmania website. This booklet is a handy reference for you as you begin your search for a job. I wish you all the best of luck and look forward to working with you as you get to know the independent sector. Yours in unity Debra James General Secretary
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Planning and preparation
Finding your direction
It is important to understand and to be able to clearly articulate your aspirations and abilities. This will be a great help to you as you kick off your career in education.
Ask yourself the following questions:
Goals
What do I want to achieve through my teaching?
Where do I want to be in 1 / 3 / 5 years’ time?
What do I want to be known for? i.e. What is my ‘brand’?
Abilities
When have I been at my happiest? What was special about this time/
place?
What comes naturally to me?
What do people tell me I’m good at?
What kinds of things do I always put off doing? What do I (instinctively)
prioritise?
Values and attributes
What are my core values?
How do I demonstrate these values in my teaching?
What behaviours are important to me?
How do I role-model these behaviours?
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Skills Audit
How does your teaching measure up to the National Professional Standards? Not everyone has the same strengths or style but it is essential to know what yours are. Use the following scale to rate yourself against the Standards: 5 = strongly agree 4 = agree 3 = neutral 2 = disagree 1 = strongly disagree
4. Professional practice: Create and maintain supportive and safe learning environments
I am confident in my ability to manage challenging student behaviours
My classroom is a safe environment, free of physical, verbal and other threats
I openly support colleagues and students in their teaching and learning
1. Professional knowledge: Know students and how they learn
I have been praised for my ability to relate to students
I know my students’ names after only one class
I could tell you something personal about every student I have taught
My lesson plans and activities cater for a variety of learning styles and abili-
ties
3. Professional practice: Plan for and implement effective teaching and
learning
All students are appropriately engaged and challenged during my lessons
Planning lessons and assessments is one of my strengths
Communication with students is one of my strong points
I regularly implement ICT teaching strategies
2. Professional knowledge: Know the content and how to teach it
I have credible qualifications in each of my subjects
My industry or life experience complements my subject knowledge
I am comfortable teaching my subjects at various year levels
I am confident enough to extend my brightest students
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5. Professional practice: Assess, provide feedback and report on student learning
I provide a range of tasks and activities by which I assess my students’ learning
I make sure I provide constructive feedback to students of all abilities
Students, parents and colleagues always have a clear indication of my students’ performance and ability
6. Professional engagement: Engage in professional learning
I have a good understanding of my strengths and areas for improvement
My style is collaborative and I am keen to learn from colleagues and other sources where possible
I am comfortable when being observed during my teaching
7. Professional engagement: Engage professionally with colleagues, parents/
carers and the community
I generally get along fine with parents, carers, peers and management
Parents generally respect and appreciate my professionalism
I am fully engaged in my profession, through associations, unions or other networks
I have an extensive network of counterparts in other schools and/or subject areas
Choose your three main strengths and provide examples of times when you have demonstrated your ability in these areas: 1._________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2._________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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3._________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Using the information you have gathered about yourself from the previous pages –
your goals, abilities and professional standards – write a summary of the attributes
you bring to a potential employer. Avoid ‘motherhood statements’ (e.g. I believe all
students have the right to….) and make it clear what it is that defines you as a
person (goals, abilities, values) and as an outstanding educator.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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The education job market:
getting your foot in the door
All job vacancies in public schools except contract positions of less than 6
months must be advertised. This requirement does not apply to Catholic or
independent schools, and many jobs are made available and then filled without
any advertisement taking place. These “hidden” jobs are usually filled by
candidates who either have some previous association with the school, or who
have actively approached the school or agency regarding employment.
There are many ways to source and secure a teaching job, some of which have a
greater chance of success than others. To be really effective, your job-hunting
strategy should include all of the following:
‘Hidden’ jobs Advertised jobs
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Networking
Schools in which you completed your teaching placement: Give them a call
and let them know you’re now looking for an ongoing role. Ask your mentor or
supervisor to connect you with counterparts in other neighbouring schools.
Schools you attended: Get in touch with your favourite teacher and ask them
to connect you with the Head of Department, Principal or Deputy. Aim to meet
people face-to-face in order to create a good impression.
Schools in your area: Find a way to introduce yourself to decision-makers and
give them a hard copy of your CV. Follow up with an email and a soft copy.
Target particular schools: List those in which you are interested and whose
strengths and values match your own. In each of the above instances you
could ask the school to list you on their CRT database or find out which
teaching agency they use for this purpose.
Peers, former colleagues, Principals on LinkedIn: People are still exploring
how best to use social media and online networking. Create a profile and
expand your network. Ask for recommendations and referrals from previous
employers or colleagues – this is the new ‘written reference’. Ask them to
introduce you to new people outside your existing network.
Newspaper advertisements
These are on the decline due to the substantially lower cost and higher distribution
of online advertising. However, some schools still like to promote their brand and/or
prefer to receive applications through the mail. In addition, some schools advertise
in newspapers in conjunction with online advertising. Pay attention to application
requirements regarding cover letter, referees and selection criteria: if you omit a
requirement your application may be excluded.
Online advertisements
The advantage of this method is that it is quicker and easier to apply for jobs. The
associated disadvantage is that the number of applicants (i.e. your
competition!) is greater. The other consideration is that earlier applications may
receive more attention than later ones, so it’s essential to be organised and
get your application in promptly. The comment about application
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requirements applies equally to online advertisements. Relevant website URLs are
listed at the back of this booklet.
Agencies
There are an increasing number of teacher (recruitment) agencies operating in
Australia. This trend commenced in the UK in the ‘90s and is expanding rapidly in
the education sector as the competition for talented and/or experienced teachers
becomes fiercer. Some only offer CRT roles, whilst others focus more on
replacement contract or ongoing positions. Remember that agencies work for their
client schools, not for you, so find one whose values, clients and geographic area
will suit you and establish a good relationship with them.
Volunteer
Volunteering (teacher aide, out of hours, extra-curricular activities etc.) may not pay
the rent in the immediate term, but it will help you to get some valuable school
experience on your CV and may lead to something more permanent in the future. It
will also expand your networks and may open up opportunities in other neighbouring
schools.
Résumés
Your résumé is your most important job-hunting tool whose purpose is to get you
short-listed for interview. It is basically a marketing document on which you must
promote your ‘Unique Selling Proposition’ (knowledge, skills, experience, attributes
etc.) as it pertains to potential employers’ needs. A good résumé shouts out ‘Look at
all these wonderful things I’ve accomplished!’
For that reason, your résumé is a uniquely personal document: There is no one-size
-fits-all approach. There are, however, some general guidelines to remember.
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DO
Select three to five key messages
that you want to convey
Put your best ‘material’ (argument)
on the front page
Highlight your achievements rather
than your responsibilities
Use concise, dynamic bullet point
statements
Proof-read and solicit feedback
from trusted sources
Make good use of white space and
ensure font, spacing and tabs are
consistent
Limit your document to 2 – 4 pages
Include your name and contact
number on every page (in the footer
with page number)
Send your application as Adobe pdf
rather than Word documents (if
permitted)
Include the contact details of three
professional referees
DON’T
Tell stories. E.g. In my previous
school I was responsible for….
Yawn….
Hide your light under an archaic
measure of dry crop produce
Include your photo
Include your age, date of birth,
religion, marital status
Include written references unless
specifically requested
Whilst there are plenty of excellent
generic résumé templates available
online, not all are suited to the education
sector. A draft template is provided on
the following page and in the online
resources provided.
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Résumé Template
Your Name
Address
Mobile
VIT registration #
Professional overview (or personal statement or career objectives)
50 – 100 words outlining in clear terms what it is that makes you stand out from all
the other applicants.
Education (or qualifications)
List in reverse chronological order: Institution, qualification, dates
Key achievements (or key skills and attributes or what I am known for)
Five to eight bullet points
Avoid generic items such as ‘Outstanding communication skills’
Employment (or teaching experience or professional experience)
List your employers (including school placements) in reverse
chronological order: Employer, job title, dates
Provide a brief overview of the position if not obvious, including year
levels and subjects taught
Provide up to five key achievements whilst in this role (bullet points)
Professional Development (or other training or other qualifications)
Bullet points, in either reverse chronological order or grouped by function,
e.g. Curriculum, classroom management, pastoral care etc. No more than
a dozen.
Other sections as appropriate
Awards/scholarships
Memberships
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Publications and conferences
Volunteer and community work
Activities and interests
Four to ten bullet points about how you spend your time when not
working or studying.
If you list a generic item followed by an example or specific item it can
make a great interview ice breaker. E.g. I see you have read Charles
Dickens entire works. Which is your favourite?
Referee details
Generally three referees are required.
Name
A short sentence outlining their relationship to you and which aspect of
your work they are able to comment on. E.g. John was my mentor during
my second placement and will be able to comment on my classroom
management and strong planning skills.
Position held
Organisation
Phone (confirm with your referee which is the most suitable)
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Résumé Critique Form
What are some other ways that you would suggest I improve this resume?
Ask three people to read your resume
and record their scores before you use it
for job applications.
Rate the resume on the points shown be-
low, scoring from a low of 1 to a high of 3
in each of the items listed.
Place the numbers 1, 2 or 3 in the box
provided
1. Overall Appearance
Is it easy to read quickly?
2. Layout
Does it look professional and well format-
ted?Do key points stand out?
3. Length
Could the resume tell the same story if it
were shortened?
4. Relevance
Has irrelevant information been eliminat-
ed?
5. Writing Style
Is it easy to get a picture of me from the
contents?
6. Action Orientation
Do most sentences and paragraphs
begin with action verbs?
7. Precision
Does it avoid generalities and focus on
specific information about my experi-
ence, projects, results?
8. Accomplishments
Are my accomplishments and skills
emphasised?
9. Completeness
Is all the important information included?
10. Bottom Line
How well does my resume accomplish its
purpose of getting the employer to invite
me for an interview?
Rating Point Total
Grand Total (30 maximum)
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Applying for a job
Once you have prepared your resume, it’s time to start job hunting. Websites
listing teaching jobs in the Catholic and Independent sector are listed at the
end of this booklet. Teaching position advertisements can also be found in
the weekend papers – most commonly the Saturday Age, though some
schools also list jobs in the Weekend Australian.
Read that ad! Make sure you know how to apply
Phone call
Written application
Number of pages
Referees if requested (relevant and diverse)
Meet deadlines
Prepare for the phone enquiry
Follow up quickly
Make a phone enquiry
Prepare any questions about the school / job
Prepare for a mini interview on the phone
Get the name of the person you speak to
Make it clear you are interested
Be ready to say how you fit the requirements
Obtain the name of the person to address the letter to
Writing your application
Highlight position criteria
List your attributes clearly against them
Give concrete examples
Make sure you address the criteria clearly
Submit your application both in electronic form unless a hard copy
is specifically requested or when you have an existing relationship
with the school!
Check your Facebook! Employers will almost certainly enter prospective applicants’ names into Google, Face-book or other social networking sites to see what information they can find. Run a check on yourself – if you type your name into a search engine, what comes up? Even if a potential employer does not run a search on you, you can be fairly sure that your future students will, so try to make sure that there is nothing available about you online that you wouldn’t want made public in your workplace…
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Cover Letters
Covering letters are essential in response to a specific position to highlight how well
you fit their criteria.
1. Make a Checklist
List the points and verbs in the criteria. Note down your qualifications, education,
skills, knowledge, experience and achievements against each of the criteria with
examples. [What will set you apart from other applicants?]
2. Draft
Use the same order as in the list of criteria.
Construct a positive, interesting opening sentence for each one.
Give examples as proof.
Use a bullet point list for each of the criteria if you like.
Use a separate sheet to state how you meet each of the set criteria if there are
a lot of them.
3. Polish
Seek feedback and proofreading from others.
Always obtain the correct name and title of the person to address.
One to two pages is sufficient to get your message across.
Avoid the words "as you can see", because the reader may not "see" what you
intend.
Avoid "but", "although" and "however": they set up a negative statement.
Remember: spell check doesn't check for meaning, so proofread carefully.
Use facts which speak for themselves whenever you can.
4. References
Generally, your list of referees should be on your resume, not your cover letter.
However, you may wish to make reference to ONE referee in your cover letter, if
you believe it will encourage the employer to interview you.
Brief your referees well in advance and keep them posted. You should provide them
with a copy of your CV and cover letter so they can most effectively reinforce your
application.
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Cover Letter Template
Your name Your street address
Suburb State Postcode Phone: Email:
Date Month Year
Mr/Mrs/Ms full name Title (i.e. Principal) School name Street address Suburb State Postcode Dear [Mr/Mrs/Ms surname of contact] In the first paragraph you should name the position you would like to be considered for, and outline how you heard about the job opening. Briefly explain who you are, and provide a very short summary of what interests you about the school and why the selection panel should consider you for the role. Explain why you think you are qualified for the position, emphasising how your previous experience and transferable skills make you ideal for the role. Mention your qualifications and what you think you would bring to the school. This is the place to respond to Key Selec-tion Criteria – one concise paragraph for each, showing how your skills and experience meet the criteria. If the ad specifies KSCs, make it clear that you are responding directly to these. In the subsequent paragraph, explain why you would like to work for this particular school, showing that you have done research regarding school and the position. While this is a for-mal letter, you should feel free to express enthusiasm, both about the school and about the opportunity that the position presents. Lastly, refer to your attached resume, and politely request that they consider your applica-tion, thanking them for their time. You may wish to state that you hope to have the oppor-tunity to discuss your application in person. Yours sincerely [Signature] Print full name
Contact email or mobile
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Key selection criteria
Many job advertisements will include Key Selection Criteria (commonly
referred to as KSC). These are essentially road signs to guide both job
applicant and the selection panel – it is critical that you address each criterion
in your application. They are core characteristics and qualities considered
essential for carrying out the position competently. These requirements also
allow the selection panel to objectively choose the right candidate for the job.
That is, the candidate that fulfils the position requirements the best is
selected.
Types of Key Selection Criteria
There are a number of different types of KSCs that a candidate will come across in
a job application summary.
Those key selection criteria that relate to demonstrated experience refer to the
actual performance of a task - you will need to provide specific details and relevant
evidence demonstrating the level of experience you possess. It is important to also
provide panel members with clear details regarding strengths, abilities and skills
in a way that is familiar to them. To achieve this level of impact it is essential that the
key words and phrases from the position description feature in written responses.
Knowledge and understanding are also common position requirements. In support
of these claims, a candidate should provide concrete examples of when these
aspects were demonstrated. Skills and abilities should also be supported via the use
of examples.
It is not enough to write that you possess these talents - you also need to show
when and how they have been demonstrated. You can’t simply state that you are
honest or fair, you need to prop up your claims with compelling practical examples.
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A Common Misconception: The Importance of Desirable
Key Selection Criteria
Key selection criteria also come in two different types – essential and
desirable.
Well-written desirable key selection criteria are vital to the success of the statement
and being awarded the job.
Although a candidate could still be considered if they lack desirable key selection
criteria, it is misleading to believe that the strength of your essential key selection
criteria will get you past that winning post.
That is, if the interview panel is having difficulties choosing between two candidates,
it could very well be the desirable key selection criteria that make all the difference.
No Key Selection Criteria?
You may find that some job advertisements do not include clear KSCs. This can be
both a blessing and a curse: while you may not be expected to write as lengthy an
application letter and will have more freedom in terms of how you choose to
respond, you do not have the clear guide to the expectations of the employer which
KSCs provide.
In this situation, a useful tactic to help you structure your application letter is to
devise your own KSCs for the position – you won’t include these in your final
application, but they will help to both prompt and focus your cover letter. To do this
effectively, you will need to do some research into the school. Spend some time on
the school website, looking in particular for ‘mission statements’ or outlines of core
philosophies, values and policies. Look also for any particular programs, innovations
or curriculum structures which set the school apart. Once you have collected as
much information as you can, carefully re-read the job application, then ask yourself
what abilities, attitudes, experiences, expertise, attributes and skills this school will
be looking for when deciding which applicants to interview. Try to phrase the
answers as prompts to help you to shape your application letter.
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Tips When Preparing Written Responses
Your key selection criteria response should include a header with the position
title and reference number and a footer with your name and phone number.
Address each criterion in the required order using the criterion as a heading.
Ensure that you use a consistent font and layout for each criterion and over the
whole document. Size 11 in Arial, Times New Roman, Tahoma or Verdana is
recommended.
For each KSC, underline the key words or phrases so you are clear about
what the employer wants to know and what you have to demonstrate. Some
may require further break-down: e.g. what are the components of ‘effective
classroom teaching strategies’?
You should structure your response to each KSC as follows:
Interpret the question: Break down the KSC into its separate components
and make a general opening statement that outlines how you meet this
standard.
Demonstrate capability: Provide two examples that support your opening
statement. State the context, strategies you used and the outcomes
achieved. Refer where possible to concrete relevant examples from your
work or volunteer history, academic career or social activities such as
sports or participation in clubs and community groups.
Relate to the employer: Conclude with how you have improved in this
area and/or what you would be able to bring to your new role. i.e. How
the school will benefit from employing you over another candidate.
Avoid duplicating material contained elsewhere in your application (CV or
cover letter).
Example Key Selection Criteria How would you respond to these KSCs? Remember: it’s great if you can refer to previous teaching experience (including from your student placements), but don’t be afraid to also use examples from your time working in a café, organising a community event or participating in a sporting team…
1. Demonstrates an understanding of how students learn, effective classroom teaching strategies, and the capacity to work with
colleagues to continually improve teaching and learning. 2. Ability to communicate with children, parents and school community, 3. Willingness and demonstrated capacity to participate in a range of activities; e.g. school sports, sacramental programs, liturgies, camps /
excursions 4. Understands the value of collaboration and is able to function to a
high standard in a team environment
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The interview
The interview process can seem daunting, but if you arm yourself with proper
preparation and a positive attitude, it can be a positive and constructive
experience. This is your opportunity to engage with potential employers and
demonstrate to them why you would be a great addition to their school. If
you’re going to be convincing, it’s crucial that you believe this yourself!
Remind yourself before your interview of what you have to offer this
employer.
Most importantly – don’t panic! If things don’t go to plan in your first
interview, think of it as a learning experience for the next one.
Interview preparation
As for any test, preparation is essential. Use sources such as the School website,
annual report, yearbook, friends/colleagues/current staff members, media, your un-
ion and the MySchool website to find out about:
The School: Its culture and values, strengths and reputation, organisational struc-
ture, affiliations, academic and co-curricular programs, facilities, staff development
and career opportunities.
The position: Why the position has become available, the associated duties and
expectations, time allocation, year levels, reporting structure, additional resources.
The interview: How many people will be on the panel, their names and personality,
what style of question they are likely to ask, how long it will last.
Once you have done your research you need to rehearse answers to possible ques-
tions (see next page) and prepare your own questions.
Finally, how you present at interview is also crucial. Remember that you don’t get a
second chance to make a first impression!
Dress code: It’s better to be conservative and formal than casual and under-
dressed. Women should wear minimal jewellery and make-up and not expose too
much skin.
Confidence: Take a copy of your CV, cover letter and portfolio into the interview.
Arrive early and take the opportunity to go over your application. Convey positive
body language and follow their lead on making small talk. Accept a glass of
water if offered.
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Answering questions
Interview questions can be grouped into three categories:
Behavioural
Used to ascertain how you would respond in certain circumstances based on
previous outcomes. e.g. Give an example of a time when you had to diffuse a
difficult situation.
Hypothetical
Tests how quickly you process situations and how well you think on your feet.
e.g. Two students are fighting after school. What would you do?
For both of these types, you should structure your answer in 3 parts:
Situation/Task: Outline the circumstances, how it impacts on the school
or others and what steps need to be taken.
Action: Outline what action you took/would take and why.
Result: What were/are the expected outcomes from your actions?
About you
Finds out about your past, present and future achievements, attributes and goals.
e.g. How do you cater for different learning styles and abilities in the classroom?
General principles
Be concise: Rephrase, articulate, summarise. 3 minutes per answer.
Demonstrate your capability: Highlight your strengths, give examples, and allay any
concerns.
Interviewers value warmth, brevity, honesty, rapport, energy, enthusiasm and clear
communication: Maintain good eye contact, address each panel member in turn and
by name, smile and relax.
At the end, leave the interview on a positive note and thank the interviewer(s) for
their time. Say that it was a pleasure meeting them and that you hope to hear from
them soon
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Expected Questions
1. Why would you like to work in our school? What do you know about it?
2. Tell us about your work experience to date.
3. Why did you apply for this position?
4. What positions of responsibility have you held?
5. What are your priorities as a teacher over the next two years?
6. How do you cater for mixed abilities in the classroom?
7. What do you consider to be the essential elements of an effective classroom
management plan?
8. What Professional Development have you undertaken, and what would be
your PD priorities over the next few years?
9. What are your strengths and skills?
10. What are your weaknesses? (This question can be very difficult to answer
well – so do think carefully in advance about how you might answer it)
11. How do you get along with colleagues? Can you tell us about a time you
worked constructively as part of a team?
12. Can you tell me about a time in your life when you had to influence someone
to change his or her opinion?
13. What experience have you had with Learning Technology?
14. What do you expect to be doing in 3-5 years’ time?
15. What is most important to you in your work?
16. Is there an achievement of which you are particularly proud?
17. Are there any questions you would like to ask?
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Are you ready to be interviewed? Employers look for an applicant who … .
1. Knows the reason why they have applied to this particular employer. Why
have you applied?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
2. Has evidence of their achievements to date. What are your achievements?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
3. Can comment on work related problems they have solved in past
employment. What problems have you solved?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
4. Has had leadership experience - paid or unpaid. Give examples of your
leadership experience, or positions of responsibility you have held.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
5. Knows how past experience relates to their vacancy. Describe how your
experience relates to their vacancy.
25
6. Can explain how the employer will benefit from your education, training and
skills. Describe these benefits.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
7. Has a career goal (not an 'I'll take anything' attitude). State your career goal.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
8. Has a professional appearance - dresses appropriately. Describe the
clothes you will wear.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
9. Has carried out research about their organisation. What do you know about
the organisation?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
10. Has good interpersonal skills in order to relate well to others at work. Give
examples of your interpersonal skills.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
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Preparing responses to interview questions
Record questions that could be particularly challenging:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Practise your answers and note key points:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
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Asking Questions
Questions about the position and the school:
In most cases, a job interview will conclude with an opportunity for you to ask
questions about the position you are applying for or about the school. This is an
opportunity for you to find out any further information which may help you to decide
whether to accept the job if it is offered to you.
Perhaps more importantly, though, it is also an opportunity for you to impress the
employer by showing your active interest in the school and the position. Your
engagement in this section of the interview is likely to be an important factor in the
selection process, and you should think carefully before the interview about
questions you can ask which will help to underscore your engagement with the
teaching profession and your suitability for the particular role. You may want to ask
about curriculum, support programs for students with diverse learning needs, extra-
curricular activities, professional development opportunities, or any other aspect of
the workings of the school.
List questions you could benefit from asking in a job interview:
1._________________________________________________________________
___________________________________________________________________
2._________________________________________________________________
___________________________________________________________________
3._________________________________________________________________
___________________________________________________________________
4._________________________________________________________________
___________________________________________________________________
5._________________________________________________________________
___________________________________________________________________
6._________________________________________________________________
___________________________________________________________________
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Religion and Philosophy Questions relating to your attitudes towards the relevant religion, philosophy or ethos will
almost inevitably be raised at some point during the selection process for any non-
government school. The nature of these questions will vary according to the type of
school you are applying to work at.
Usually what will be expected of you is a clear expression of respect towards, and
understanding of, the values of a particular religion or school of thought.
Victorian Catholic schools will require you to get an ‘Accreditation to Teach in a
Catholic School’. However the school will provide you with the time and resources
necessary to receive this accreditation. If you are successful at obtaining a position in a
Catholic Primary School you will also probably be required to get an ‘Accreditation to
Teach Religious Education’. The school will facilitate the accreditation which is similar in
complexity to a Certificate IV.
There are provisions in various pieces of current legislation which place strict limits on the
extent to which matters of religion or belief may be used to choose between candidates
for a position. If you believe that an employer or prospective employer has discriminated
against you on the basis of your religious affiliation, you should contact your union.
Discrimination In Victoria it is illegal for employers to discriminate against someone on the basis of
particular attributes, including:
age; breastfeeding; questioning your employment rights; gender identity; impairment;
Industrial activity (including Union membership); lawful sexual activity; marital status;
parental status or status as a carer; physical features; political belief or activity;
pregnancy; race; religious belief or activity; sexual orientation; or personal association
with a person with such an attribute.
Religious organisations have certain exemptions which allow them to discriminate (only
on religious belief or activity, sex, sexual orientation, lawful sexual activity, marital status,
parental status or gender identity) where either:
the discrimination is necessary to avoid offending that community’s religious
sensibilities, or
the attribute would mean that you could not fulfill the inherent requirements of the
job.
Employers also have some rights to have records of illness or injury that could be
exacerbated by the new job. Other than this, in an interview, employers should not be
asking questions about any of the above matters (including your Union membership or
intentions to have children). They can only ask questions about the above attributes when
it goes directly to your ability to do the job.
29
Job search checklist
I have:
identified my assets in terms of my skills, abilities and experiences
identified and made use of my networks to help in my job-hunting
composed a clear and concise resume which highlights my strengths
selected relevant and diverse referees, asked whether they are willing to
provide references, and let them know which positions I have applied for
carefully considered which schools I would like to work at, and researched
these schools
regularly checked relevant websites and newspaper employment sections for
job advertisements
asked others to proofread my resume and any cover letters
sent a ‘broadcast letter’ including my resume and an attached customised
cover letter to schools at which I am interested in gaining employment
a clear understanding of how to respond to selection criteria
considered which types of teaching position I am most interested in (in terms
of year levels, subject areas etc.)
asked for advice from any contacts I have in the education sector
practised my interview technique, and carefully considered the types of
question which may be asked of me
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Appendix 1
250 Action Verbs
Choose ten which at the same time are your best and your most enjoyable
skills
achieved displayed integrated presented shaped
acted distributed interviewed printed shared
adapted diverted invented problem- showed
administered drew inventoried solved sold
advised drove investigated processed solved
analysed dug judged produced sorted
assembled edited kept programmed spoke
assessed eliminated led promoted studied
attained empathised learned protected summarised
audited established lifted provided supervised
arranged estimated listened purchased supplied
budgeted evaluated logged questioned talked
built examined made raised taught
calculated explained maintained read team-built
checked expanded managed realised tended
classified experimented manipulated reasoned tested &
coached expressed memorised received proved
collected extracted met reconciled told
communicated filed modeled recommended took
compiled financed monitored recorded trained
completed fixed motivated recruited transcribed
conducted followed navigated reduced treated
consolidated formulated negotiated referred travelled
constructed gathered observed related trouble-shot
conserved generated obtained remembered typed
controlled got offered rendered umpired
coordinated guided operated repaired understood
copied handled ordered reported understudied
counselled headed organised represented undertook
created helped originated researched unified
decided identified oversaw resolved united
defined illustrated painted responded upgraded
delivered imagined perceived restored used
designed implemented performed retrieved utilised
detailed improved persuaded risked washed
developed improvised photographed scheduled weighed
devised increased planned selected worked
diagnosed influenced played sensed wrote
directed informed predicted separated
discovered initiated prepared served
dispensed instructed prescribed set-up
31
Independent Education Union Victoria
Tasmania
www.ieuvictas.org.au
Australian Education Union
Victoria – www.aeuvic.asn.au
Tasmania - www.aeutas.org.au
Independent Schools Job Board
www.independentschools.com.au/
Catholic Education Offices
Victoria - www.cecv.catholic.edu.au
Tasmania – www.catholic.tas.edu.au
Australia Teachers
www.australiateachers.com/
Australian Teacher Magazine
www.ozteacher.com.au/html/
Seek
www.seek.com.au
Careers Online
www.careersonline.com.au
EdConnect Australia
www.edna.edu.au
Eteach
www.eteach.com
Teachers.on.net
www.teachers.on.net
SchoolJobs
www.schooljobs.com.au
Oxford Education www.oxfordeducation.com.au
Appendix 2
Useful Websites
32
Mail PO Box 1320 South Melbourne VIC 3205
Melbourne Ground Floor 120 Clarendon Street Southbank VIC 3006
Telephone 03 9254 1860 FreeCall 1800 622 889 Fax 03 9254 1865 Email [email protected] Web ieuvictas.org.au