marketing your passion

52
Marketing Your Passion Marketing Your Passion Marketing Your Passion Marketing Your Passion A Guide for Education Job Searche A Guide for Education Job Searche A Guide for Education Job Searche A Guide for Education Job Searches by Phil Tripp by Phil Tripp by Phil Tripp by Phil Tripp

Upload: phil-tripp

Post on 19-Feb-2016

223 views

Category:

Documents


0 download

DESCRIPTION

A Job Search Guide for Educators

TRANSCRIPT

Page 1: Marketing Your Passion

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

Page 2: Marketing Your Passion

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

Page 3: Marketing Your Passion

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.

Page 4: Marketing Your Passion

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.

Page 5: Marketing Your Passion

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!

Page 6: Marketing Your Passion

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:

Page 7: Marketing Your Passion

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.

Page 8: Marketing Your Passion

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.

Page 9: Marketing Your Passion

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.”

Page 10: Marketing Your Passion

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.

Page 11: Marketing Your Passion

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

Page 12: Marketing Your Passion

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!

Page 13: Marketing Your Passion

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.

Page 14: Marketing Your Passion

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!

Page 15: Marketing Your Passion

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.

Page 16: Marketing Your Passion

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?

Page 17: Marketing Your Passion

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.

Page 18: Marketing Your Passion

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

Page 19: Marketing Your Passion

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

Page 20: Marketing Your Passion

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!

Page 21: Marketing Your Passion

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!

Page 22: Marketing Your Passion

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.

Page 23: Marketing Your Passion

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.

Page 24: Marketing Your Passion

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.

Page 25: Marketing Your Passion

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!

Page 26: Marketing Your Passion

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:_____________

Page 27: Marketing Your Passion

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

Page 28: Marketing Your Passion

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.

Page 29: Marketing Your Passion

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

Page 30: Marketing Your Passion

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.

Page 31: Marketing Your Passion

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

Page 32: Marketing Your Passion

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!

Page 33: Marketing Your Passion

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.

Page 34: Marketing Your Passion

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.

Page 35: Marketing Your Passion

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!

Page 36: Marketing Your Passion

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

Page 37: Marketing Your Passion

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.

Page 38: Marketing Your Passion

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.

Page 39: Marketing Your Passion

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!

Page 40: Marketing Your Passion

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.

Page 41: Marketing Your Passion

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!

Page 42: Marketing Your Passion

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.

Page 43: Marketing Your Passion

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:

Page 44: Marketing Your Passion

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:

Page 45: Marketing Your Passion

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

Page 46: Marketing Your Passion

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.

*******************************************

Page 47: Marketing Your Passion

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

Page 48: Marketing Your Passion

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.

Page 49: Marketing Your Passion

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.

Page 50: Marketing Your Passion

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.

Page 51: Marketing Your Passion

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.

Page 52: Marketing Your Passion

ISBN: 978-1-4276-2836-7