These slides were shown as part of a workshop delivered at the Independent Education Union Victoria Tasmania in July 2013. They are designed specifically for the education sector in Victoria.

1. CV writing and interview skills
AKA Self-promotion, sales and marketing 101

2. Housekeeping
• Bathrooms, mobile phones, questions
• Timing
– 11am Morning tea
– 1pm Lunch
– 4pm finish

3. Objectives
• To provide you with advice, skills and resources
for advancing your career in (or out of) education
• This session will enable you to:
– Source appropriate jobs for your career path
– Develop an effective CV that reflects your personal
skill-set
– Structure a concise cover letter
– Prepare effectively for interview

4. Group discussion
• Share with your table:
– What do you like about the school you are
currently working at?
– What won’t you miss when you get a job at
another school?
– If you are doing CRT work, discuss your most and
least favourite schools.

5. EDUCATION INDUSTRY OVERVIEW

6. Fast facts - Education
• Large sector
– 25% of the 355,279 people employed in Australian
schools (64,720 teaching and 23,372 non-teaching
staff) live in Victoria
– One in three students attends an independent
school (1.2m out of 3.5m students)
• State government funding
– Victoria spends the least per student of all states
and territories: $11,269 (2ndary) and $8,954
(primary). This will change with Gonski.
Abs 4221.0 Schools NSSC table 51a, 2012

7. By sector
6,705
1,710
1,020
Government
Catholic
Independent
By type
6,312
1,396
1,305
402
Primary
Secondary
Combined
Special
Fast facts – Australian schools
There are 9,435 schools in Australia. The proportions above have
remained consistent over the past 10 years
www.abs.gov.au (ABS4221.0 - Schools, Australia , 2012)

8. Schools by sector per state
2177
1536
1237
770
557
190
154
84
587
487
292
159
103
37
15
30
333
211
179
142
92
28
21
14
0 500 1000 1500 2000 2500 3000 3500
NSW
VIC
QLD
WA
SA
TAS
NT
ACT
Government
Catholic
Independent
Abs 4221.0 Schools NSSC table 35a , 2012

9. Fast facts - staff
• From 2001 – 2011, the number of teachers increased by
17% (23% increase in Independent schools compared
with 9% in government schools)
• Male vs. female
– Females comprise 77% (primary) and 55% (secondary)
of staff in schools
– The female:male ratio is increasing: From 2001 to
2011, female staff increased by 21% and males by 7%
• Teaching vs. non-teaching
– Administrative staff numbers are increasing quicker
than teaching staff
www.ibisworld.gov.au and www.isca.edu.au

10. Student:teacher ratios by sector
10
11
12
13
14
15
16
Government Catholic Independent
NSW
VIC
QLD
SA
WA
TAS
NT
ACT
AUS
Abs 4221.0 Schools NSSC table 53a

11. Fast facts - students
• In 2011, 3,541,809 students attended school
in Australia, up 31,000 from 2010
• More than one in 3 (35%) students attends a
non-government school. In 2001 it was only
31%
• Since 2001, Independent school enrolments
have increased by 34.6% compared with
11.6% for Catholic and 1.8% for government
schools
• Girls outnumber boys in years 11-12
www.ibisworld.gov.au and www.isca.edu.au

12. Annual growth (% enrolments) by sector
4.4%
4.1%
3.2%
3.1%
2.6%
3.8%
3.5%
2.1%
1.6%
-1.0% 0.0% 1.0% 2.0% 3.0% 4.0% 5.0%
2002
2003
2004
2005
2006
2007
2008
2009
2010
Independent
Catholic
Government
Abs 4221.0 Schools NSSC table 35a , 2012

13. Today’s job market
• Higher unemployment in society (5.6%)
• Higher under-employment (eg. Part-time)
• Increase in fixed term contracts
• Schools’ aversion to performance
management
• Quality people are staying put
• Greater budgetary control by principals
www.abs.gov.au

14. 2013 Growth figures by industry
Fairfax Employment Forecast, May 2013

15. The job application process
• Personal strengths and attributes; print media and
online; networking
Career planning and sourcing jobs
• Cover letter, CV, selection criteria
Applying for suitable jobs
• 1st and 2nd Interview, try-out, testing
Securing the right job

16. CAREER PLANNING & SOURCING
JOBS

17. Career planning
• Consider these factors:
– What am I good at?
– What do I enjoy most?
– What feedback do I get from others?
– What has my career progression been so far?
– Where do I want to be in 5 – 10 years’ time?
– What do I need (to do/have/be) to get there?
– What environment will support the above factors?

18. Knowing your brand
Lifestyle
Imagination
Liberty
regained
Innovation
Simplicity
Hopes, drea
ms and
aspirations
Passion

19. What are you known for?

20. Career planning
• Complete worksheet 1: Career planning
– How has this exercise helped you to refine your
application?
– Write down 5 compelling reasons why a high-
performing Victorian Independent school should
short-list you for interview? Provide examples that
back up your claims

21. KAVES examples
Knowledge Attributes Values Experience Skills
Restorative Justice
principles
Calm and empathic
Discipline and
autonomous learning
Led internal PD on RJ
at present school
Conflict resolution
VCE French
curriculum
Dynamic and
engaging
Single-sex education
Taught Yr 12 French
for 3 years
Fluent French
speaker
Classroom
management
strategies
Organised and
consistent
Order and
punctuality
Every Friday, Period
5, with Year 9 since
Term 1!
Dealing with difficult
behaviours
Hockey coaching
principles for
adolescents
Patient and firm
Healthy living and
community
involvement
Played Hockey for
Victorian Universities
team
ASC Level 2 Hockey
Coach

23. Am I suitable for this job?
(or am I wasting my time and theirs?)
• What do they want?
– Similar values
– Subject expert
– Role model
– Value for money! Tried and tested. Minimal risk.
• How can I improve my chances?
– Offer something different. Outline your attributes
explicitly and clearly. Be yourself.

24. Discussion
• What are the qualities of an exceptional teacher
or school leader?
• Divide into KAVES:
– Knowledge
– Attributes/attitudes
– Values
– Experience
– Skills
• Do these qualities differ according to the role?

25. Sourcing job opportunities
Purpose: To find out about possible opportunities
Where e.g. Pros Cons
Newspaper The Age Most common source of
independent school jobs
Can miss out – 1 day
only! – or get lost in
the wash
Online SchoolJobs, ISV,
CECV, school
websites
Free, convenient (create
email job alerts), highly
targeted job search
method
Not all schools
advertise in the same
place
Networking Days like today!
PDs, conferences
Fun, engaging, common
cause
Schools typically
isolated, tends to be at
homogenous level
Teaching
agency or
recruiter
Oxford Education They can access roles –
e.g. Term contracts - that
aren’t advertised and
can offer advice
They are not working
for you so there is no
guarantee of work

26. Some online job boards
• Register on a job board; create job alerts
– www.schooljobs.com.au
– www.independentschools.vic.edu.au
– www.education.vic.gov.au
– www.teachers.on.net
– www.emergencyteachers.com.au
– http://web.ceomelb.catholic.edu.au
– www.seek.com.au
– www.mycareer.com.au
– www.tes.co.uk
– www.eteach.com

27. Using a recruitment agency
• The school recruitment landscape is changing
• Use a recruiter to help you find work
– www.oxfordeducation.com.au
– www.twrecruitment.com
– www.smartteachers.co.uk
– www.tanvic.com.au
– www.sanzateaching.com
– www.anzukteachers.com.au
Ask yourself who they are working for and why?

28. Effective networking
• Negative connotation; merit and equity - “It’s
not what you know…”
• Increasingly common in the private sector: Up
to 40% of jobs are not advertised
• Ask yourself ‘Who can help me to get where I
want? Who knows what it’s like?’
• Be strategic in your approach

29. Effective networking
• Complete Worksheet 2: Effective networking
– What is your opinion of this approach?
– Could it work for you?
– Who will you ‘target’ first?
– What else do you need to know?

30. APPLYING FOR SUITABLE JOBS

31. Dispelling some job application myths
True or false?
1. The employer reads the cover letter before reading
the CV
2. The school may receive 30 – 50 applications for some
vacancies
3. It is possible to make an employment decision in less
than 30 seconds
4. Presentation is more important than content
5. Each application receives an equal amount of
consideration
6. Employers are rational, unbiased, unemotional, 100%
reliable professionals who are never tired or stressed

32. Just Dandy – Sunday Age
• How can you ensure
you stand out from
the crowd (60
applicants per
position!)?
• I once received 154
applications for a
receptionist
position! 154!!!

33. Positions vacant
Position type School Position Title Sector Ad PD
Support staff Lowther Hall
Accounts
Payable Ind Yes Yes
Primary
Teacher Sacred Heart
Classroom
Teacher Ind Yes N/A
Secondary
Teacher Flinders CCC
Maths
Teacher Ind Yes Yes
Leading
Teacher Beaconhills
Head of
French Ind Yes Yes
Leading
Teacher Traralgon SC
Leading
Teacher ICT Gov Yes Yes
Leading
Teacher Marcellin
Assistant
Principal Ind No Yes
Non-school Coupar Angus
Classroom
Trainer Corp Yes N/A

34. Applying for suitable jobs
Purpose: To get short-listed for interview
What Objective Perspective
Cover letter Demonstrate you can write, spell,
research the school, structure a
coherent and compelling argument
Personal voice, sense
of self
CV (resume) Detail your relevant skills, knowledge
and experience. Meet the job
requirements
Legal document,
objective and
verifiable
Key selection criteria Express your role-specific views
clearly, provide discussion points for
interview
Theory and
philosophy, backed up
with evidence of past
behaviour

35. Will they read my cover letter?

36. The cover letter translated
Introduction (2-3 lines):
• This is why I am writing to you and it will be worth your
while.
Body (2 concise paragraphs):
• I can bring the following attributes to the role. My previous
achievements are an indicator of my future potential.
• This is why I would like to work at your school.
• Cite examples.
Conclusion (2-3 lines):
• By now you should want to read my CV if you haven’t
already and you should be dying to meet me.
• I am serious about wanting the job and want to meet you.

37. The cover letter – key points
• Make it specific to the job description
• Refer to the school you are applying to by name
• Address it to the Principal by name e.g. Mr Wilkins
• Give examples of model practice and innovative
teaching styles
• Address all requirements of the selection criteria
• Outline your ambitions & interests
• Keep to 1 page if possible, 2 for leadership
positions

38. Resource
• Refer to Worksheet 3: Cover letter template
• Remember, a good cover letter makes a
connection between what you have to offer
and what the school wants/needs.

39. Applying for jobs: The CV
• Résumé or CV? What’s the difference?
• Almost exclusively sent in soft copy via email
• Employers receive far more than previously
– Worldwide accessibility of websites
– Increasingly international workforce
– Staff shortages
• Trend towards summaries of key points
• Tailored to the role you are applying for

40. What does a great CV look like?

41. What does a great CV look like?
Answer: How do you like your coffee?
Know your strengths and lead with them:
• Highly qualified? Mention those distinctions!
• Experienced? Be proud of your longevity!
• Sporty? Go the Wallabies!
• Passionate about curriculum? Tell me about it!

42. What does a great CV look like?
Answer: How do you like your coffee?
Know your strengths and lead with them:
• Highly qualified? Mention those distinctions!
• Experienced? Be proud of your longevity!
• Sporty? Go the Wallabies!
• Passionate about curriculum? Tell me about it!

43. What does a great CV look like?
• The 1st page of your CV is PRIME REAL ESTATE.
It is the cover of Time magazine. It is a Nobel
Prize winner. Don’t waste it!
• Blow your own trumpet funky horn! Banish
bashfulness.

45. Your CV: The basics
Do Don’t Depends
Keep to 2 – 4 pages
Put Résumé or CV at the
top
Use minimal colour
Give your file a suitable
name
Put your photo
Hyperlink to portfolio
page
Keep it ‘clean’
Use fancy fonts and
graphics
Link with social media
Keep formatting
consistent:
Bullets, fonts, tables and
tabs
Send in multiple copies
or hard copies

46. Sections to include
• Personal Details (no need for a heading)
• Personal statement (or Career overview)
• Qualifications (or Education)
• Teaching strengths
(or Key skills/achievements)(optional)
• Employment (or ‘Professional experience’)
• Professional development and memberships
• Activities and interests
• Referees (3 max.)

47. CV style guide
• Personal statement
– Strong personal voice; use I, me and my; convey
passion and enthusiasm
• Key achievements
– Dynamic language; past tense; omit 1st person; convey
objective voice; increase credibility, decrease risk
• Key skills/qualities/competencies
– Dynamic; objective; use strong adjectives to
emphasise nouns (e.g. extensive experience
in, collaborative leadership style etc.)

48. Using dynamic language
• Using the list of dynamic verbs provided, re-
write the following statements:
– I was involved in planning for the NAPLAN
– I am a science coordinator
– I changed the middle school reporting structure
– I sit on the annual open day committee
– I supervise the underwater hockey club
• Now write three of your own dynamic
achievement statements

49. Choosing referees
• Professional
– Your current Principal or Deputy Principal
– Head of Department or Head of Campus
– Previous Principal, DP, HoD or HoC
• Personal
– Seldom required
– Possibly a parent or member of school community
• Check with them first! Confirm contact details

50. Applying for jobs: The KSC
• Key Selection Criteria (KSC) are designed to
assess:
– Content of teaching and learning
– Teaching practice
– Assessment and reporting of student learning
– Interaction with the school community
– Professional requirements

51. Responding to KSC
• 1 page per criterion
• Use paragraphs and bullet points
• 1st paragraph: Re-phrase the criterion and
interpret the theory and its importance
• Main paragraphs: Outline 2 ways in which you
have demonstrated the behaviour/knowledge:
Situation – Task/Action – Result (STAR)
• Final paragraph: How you will apply this

52. Selection Criteria example
“Demonstrate an understanding of how students
learn, effective classroom teaching strategies
and the capacity to work with colleagues to
continually improve teaching and learning.”
• Identify areas to address (3)
• Provide evidence of previous achievement
• Describe what outcomes occurred as a result
• Outline what contribution you will make

53. Areas to address Evidence Outcomes Contribution
How students learn
Effective teaching
strategies
Working with
colleagues
Selection Criteria response
“Demonstrate an understanding of how students learn, effective
classroom teaching strategies and the capacity to work with
colleagues to continually improve teaching and learning.”

54. Summary for written documents
• Be strategic, be sincere, don’t lie
• Make every word count
• Give yourself your best chance
• Spell-cheque, poof-reed, spell-check, proof-
read
• Network in advance
• If you don’t get short-listed, it’s their loss: Try
not to take it personally.

55. SECURING THE
RIGHT JOB

56. Securing the right job: The interview
• Discussion: What are your biggest concerns or
fears about the interview?
• What can you do to overcome these?
• Share some of your previous experiences with
your group.

57. • 30 – 60 minutes’ duration
• Panel of 2 – 4 people
• 5 – 8 questions, 5 minutes for each
• Format can include:
– Verbal questions
– Written question sheet/task provided prior
– Presentation on pre-determined topic
– An ‘interview lesson’
– Psych testing
Securing the right job: The interview

58. Interview questions - Type
Three types of question:
• Behavioural
– E.g. Tell us about a difficult student you have had
to teach and how you turned them around
• Hypothetical
– E.g. What would you do if a parent abused you
after class?
• About you
– E.g. Tell us why you are a good fit for this school

59. How to answer Behaviour questions
“Tell us about a difficult student you have had to teach
and how you turned them around.”
• Outline the situation
– Two years ago I taught yr 9 History and had a student
with Asperger’s Syndrome…
• Explain what action you took
– I consulted the Special Ed. Dept. about his learning
style and the best way to engage him…
• Describe the outcome
– He responded really well, was far less disruptive than
in other subjects and chose to continue History in Year
10

60. How to answer Hypothetical questions
“What would you do if a parent abused you after class?”
• Identify the issues
– Clearly the issues here are of security, safety and due
process…
• Outline alternative strategies
– I am aware that at this school Heads of Houses are
primarily responsible for dealing with parents in the
first instance…
• Determine a course of action
– On balance, I would suggest that the parent and I
discuss the matter with …

61. How to answer questions about you
“Tell us about yourself.”
The Ripple effect answer
Impact on the
community
Impact on the
school
Impact on the
students
Your USP

62. “Tell us about yourself.”
• I have been Head of Science at South Melbourne
Grammar for 4 years, during which time I have
completely revised the Science curriculum.
• I have also introduced new equipment and
excursions, which has made Science more
popular with students.
• Science’s improved profile has encouraged more
girls to choose Science after year 9. Numbers at
Year 10 have increased by 35%.
• VCE results have also risen. As a consequence,
the schools’ academic reputation has improved.
How to answer questions about you

63. Interview questions - Teacher
Questions will seek to evaluate your:
• Knowledge of teaching and learning theory
• Behaviour management capabilities
• Future plans (PD, career)
• Potential contribution to the school
• Ability to deal with conflict
• Ability to work in a team

64. Interview questions - ESS
Questions will seek to evaluate your:
• Expertise and experience
• Capacity to work independently
• Work style: quiet, gregarious, efficient etc.
• Reliability, punctuality and other attributes
• Ability to work in a team
• Future plans (PD, career)

65. Securing the right job: The interview
• Preparation
– Research and rehearse
• Stress less
– Be punctual, prepared and well-presented
• Dress not distract
– Appropriate attire, nothing distracting (loud
ties, fancy jewellery, too much bare skin)
• Positive body language
– Hand shake, eye contact, posture and position

66. Interview preparation
• What do you know about the school?
– School and MySchool websites
– Prospectus, annual report etc.
– Colleagues, network
– Parents and students?
• What do you know about the interview panel?
• What issues are topical?
• What 4 key points about you do you want to
convey?

67. Tips to stress less
• Plan your day well in advance
• Allow double the travel time
• Aim to arrive 15 minutes early
• Bring any prompts and other material
• Find a quiet corner (in the car?)and breathe
deeply with your eyes closed
• Accept a glass of water if offered

68. What should I wear?
• Dress professionally for success!
• Find out the dress code of the school
• Save your Mickey Mouse tie/socks for another
occasion!
• No dangly earrings or plunging necklines
• Polish your shoes, cover tattoos and piercings
• Forget the heavy scent and make-up
• Ask someone’s opinion

69. Projecting positive body language
• Make good, confident eye contact often
• Extend your hand; offer a firm handshake
• Smile
• Sit upright, face the interviewer
• Listen carefully; paraphrase to demonstrate
understanding
• Try to project confidence: important for
classroom management
• Be yourself!

70. Interview practice
• Complete your interview preparation on the
first page of the sheet provided
• Choose a partner and exchange sheets
• Conduct a 10 minute interview for each
person
• Provide feedback on your partner’s body
language and response to questions – be
honest, otherwise you are wasting their time!

71. Conclusions
• Practice makes perfect
• Quality overrides quantity
• Applying for jobs is an exercise in selling
– Know what you are selling
– Ensure it is what people want
• Interviews are merely conversations with a
consequence
• If in doubt, ask someone for help

72. To download this presentation
register at www.schooljobs.com.au
Connect with Steve on LinkedIn or visit
www.oxfordeducation.com.au