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Cv writing and interview skills 2013

  1. 1. CV writing and interview skills AKA Self-promotion, sales and marketing 101
  2. 2. Housekeeping • Bathrooms, mobile phones, questions • Timing – 11am Morning tea – 1pm Lunch – 4pm finish
  3. 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. 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.
  6. 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. 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 (ABS4221.0 - Schools, Australia , 2012)
  8. 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. 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 and
  10. 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. 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 and
  12. 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. 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
  14. 14. 2013 Growth figures by industry Fairfax Employment Forecast, May 2013
  15. 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
  17. 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. 18. Knowing your brand Lifestyle Imagination Liberty regained Innovation Simplicity Hopes, drea ms and aspirations Passion
  19. 19. What are you known for?
  20. 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. 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
  22. 22. 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.
  23. 23. 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?
  24. 24. 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
  25. 25. Some online job boards • Register on a job board; create job alerts – – – – – – – – – –
  26. 26. Using a recruitment agency • The school recruitment landscape is changing • Use a recruiter to help you find work – – – – – – Ask yourself who they are working for and why?
  27. 27. 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
  28. 28. 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. 30. 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
  31. 31. 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!!!
  32. 32. 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
  33. 33. 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
  34. 34. Will they read my cover letter?
  35. 35. 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.
  36. 36. 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
  37. 37. 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.
  38. 38. 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
  39. 39. What does a great CV look like?
  40. 40. 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!
  41. 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. 42. 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.
  43. 43. 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
  44. 44. 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.)
  45. 45. 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.)
  46. 46. 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
  47. 47. 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
  48. 48. 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
  49. 49. 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
  50. 50. 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
  51. 51. 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.”
  52. 52. 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.
  54. 54. 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.
  55. 55. • 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
  56. 56. 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
  57. 57. 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
  58. 58. 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 …
  59. 59. 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
  60. 60. “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
  61. 61. 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
  62. 62. 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)
  63. 63. 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
  64. 64. 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?
  65. 65. 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
  66. 66. 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
  67. 67. 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!
  68. 68. 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!
  69. 69. 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
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