Interviewing for a Teaching Position: Some Top 5s of Landing a Job

As a former teacher of 12 years, an administrative intern for 1, a Teacher on Special Assignment (TOSA) as an administrator at both the building and district level for over a year, an administrative candidate for six different building and district level positions and a finalist for four, and finally landing my dream job as the Director of Curriculum and Instruction for a small city school district, I have quite a unique perspective on the interviewing process at multiple levels. My experience runs the gamut from calling and scheduling candidates and reviewing applications, resumes, recommendations, and verifying certifications to choosing interview questions, creating interview documents, and designing performance tasks, such as lessons or presentations, along with aligning scoring rubrics for evaluation for all levels of educational employment from classroom teacher to building administrator to district level administrator, including superintendency positions. YES, I said it...PERFORMANCE TASKS...be prepared to be ON and be evaluated, folks!

Today, I spent 4 hours interviewing nine candidates for an open UPK (Universal Pre-K) position in my district in a building where I also serve as supervisor or administrator in charge. It was a very exciting day. Please understand that administrators must be extremely selective in choosing candidates to interview; experience and "fit" in their building culture are prime considerations. Of 134 potential candidates, I had to choose 8-10 to interview. Therefore, prior experience in a particular grade level, especially in regards to UPK (4 yr. olds) was very important to me. I also looked for multiple certifications for important areas at the elementary level such as literacy and special education. Multiple certifications is not a requirement, mind you, but it certainly adds depth to the candidate's experience.

Enough background already! As promised, below are two lists: TOP 5 TIPS for LANDING the INTERVIEW and TOP 5 TIPS for A PERSONAL INTERVIEW for a teaching position...drum roll, please....

ON PAPER, BE SURE TO:

1. I should note that in many states, NY included, we have gone to on-line applicant screening so it is of utmost importance to be sure to attach EVERYTHING you can. Admins who do the initial screening look for an updated resume, a letter of interest SPECIFIC to the district or position (this is KEY for many districts; they won't look at it you if you have not expressed direct interest in their district), 3 letters of reference (minimum), and copies (usually scanned) of certifications and/or submissions/notifications that certs are pending. In other words, keep your on-line application up to date!
2. Not only should you write letters of interest specific to each particular district that highlight your talents and what you can offer to that district, your resume should reflect the same thing. Have a core resume ready that you can tweak to highlight a particular district's needs and showcase your talents!
3. Highlight specialized training, areas that you have provided turn-key training, and ways in which you have collaborated with others. Taking the initiative to prove that you are a life-long learner, are open to constructive criticism, and willing to learn from others and contribute to building culture are extremely important. Operating as an island, behind closed doors is a mentality of the past. You must show that you are open and willing to work with others to provide the BEST POSSIBLE LEARNING EXPERIENCE FOR KIDS.
4. Make sure your references are up to date and are accurate. It's quite frustrating to call a listed reference that hardly remembers the candidate or has had very little interaction or experience of observing the candidate in the classroom. We, as potential employers, totally rely on the feedback of your references. That being said, INVITE MULTIPLE PEOPLE INTO YOUR CLASSROOM WHOM YOU CAN COUNT ON TO WRITE LETTERS OF REFERENCE OR PROVIDE FEEDBACK OF YOUR PERFORMANCE. This includes building principals, department coordinators, grade level leaders, consultant teachers (special ed. teachers and directors, support personnel, volunteers, and directors of curriculum and instruction, to name a few). Invite varied people from all areas into your classroom; make an effort to schedule their presence and ask for their feedback in writing.
5. Attach any award or special recognitions to your application. This feature gives us, the evaluator of whether you are a good fit for the position, an opportunity to see if, at first glance, on paper, if you are truly a good fit and qualified for the position in question. Please remember that, at all times, you are your own salesperson, per se, and are responsible for selling your best qualities to the district and the position.

IN PERSON, BE SURE TO:

1. Appear confident; but also be sure not to appear too haughty. This is a FINE line to walk. Do your best to not allow your nervousness or eagerness for the position to overpower your skills and abilities at a particular grade level or in a particular subject area. Also, be sure to highlight your abilities in a particular program or area that lend itself to the builidng vision, the building initiatiaves, the particular needs of the students in that building. Student achievement and evidence thereof should be your foremost focus.
2. Your ability to highlilght your willingness to work and collaborate with others in the building to promote student achievement is of the utmost importance. Maintaining or enhancing a building culture is very important information for building leaders. We need to know that you can easily transition into a position and/or team and can be an integral player in promoting student achievement. We also like to see people who are multi-talented and multi-certed, especially at the elementary level. It does happen that we hire a singly certed individual, but in these days of dwindling enrollment in WNY, it is a plus to have a candidate who has certification in multiple areas as well as experience in key areas such as literacy, RtI, and Special Ed.
3. SPECIFICS, SPECIFICS, SPECIFICS! Just as we ask students to rely on their experiences and text based details, we expect to interview candidates who are able able to provide specific examples of how they have implemented specific strategies, programs, and philosophies in their classroom (NAME THEM AND DESCRIBE HOW YOU HAVE IMPLEMENTED THEM). Having those specific examples readily available is also a bonus, BUT...knowing how and when to navigate those strategies and highlight them in an interview is another story. See number 4 below.
4. Yes, I appreciate your portfolio and all the work you have put into it; really, I do. The key to referrring to your portfolio in the interview is to indexing it properly, so that when a particular question is asked, you are able to reference a specific example with ease. Yes, we really do want to see examples of your work, but we rarely have time to review your portfolios afterward. Therefore, IT IS YOUR JOB TO HIGHLIGHT WHAT YOU HAVE TO OFFER THROUGH EXAMPLES IN YOUR PORTFOLIO...and don't be so dismissive as to say, "I can leave this with you." Rather, be proactive and show us examples and things you can highlight by providing us with memorable experiences that do not ask us to invest additional time.
5. Most, if not all, interviews will end by asking what questions you have for us. Here is where you NEED to show, through your questions, that you have done some research on the district. DO IT! Talk to anyone and everyone you can about the district and what it has to offer...learn all you can before the interview. And, if, for example, a district's website is outdated and under construction, TAKE THE INITIATIVE TO LEARN ALL YOU CAN ABOUT THE DISTRICT, ITS PROGRAMS, ITS INITITIAVES, ITS EXCTRACURRICULARS, etc. Make phone calls, send emails, talk to others who may know someone in the district. In other words, DO YOUR HOMEWORK!

Finally, be yourself in an interview; be excited and showcase what you have to offer. If you are your true self... a child advocate, someone who is dedicated to the profession, and willing to work collaboratively in the best interest of the child...I assure you that you will find your perfect fit in this extremely rewarding yet often frustrating profession sooner or later. And, with God Speed, I trust that it will be sooner rather than later.

Everything I Need to Know I Learned From My Browndog

It’s funny how life works out sometimes. I grew up in wonderful family and was blessed with two loving parents and three fantastic siblings. I am the youngest of four and have a sister for a best friend and two great brothers. For as far back as I can remember, we always had dogs in our family. My dad, a hunter and fisher extraordinaire, had a saying about dogs: "If it can't hunt, it can't stay." As a result, we usually had a retriever or a setter. So when I grew up, got a teaching job, and bought my own house, I also bought my best friend...my browndog; a wonderfully friendly and spirited chocolate lab named Bailey (officially named Kate's Mudsplash Bailey Girl).

As I reflect on my life as an educator, as I often do, I can say that everything I ever needed to know about life I learned from my browndog. Here are some lasting life lessons that I've learned from my furry and brown best friend:

1. Greet everyone enthusiastically, be happy to see them, and show them how much you care about what they do. In other words, build lasting relationships. Dogs have this wonderful connection to people and, as an administrator, I can't say enough about how important it is to build relationships with those with whom you live and work closely. There is always a common goal to strive toward in education and there's no better way to get people to follow you as a leader but through building relationships and appreciating what they do every day. Take time to appreciate those important people in your life and show them how much you care about them and what they do. It is the single most important thing you can do for your teachers, who do the most important work in the world...inspiring the next generation to do great things.

2. Work hard and play hard. My browndog will be turning ten in a few weeks and she is still all puppy. She loves to work hard and please me, her leader, and she loves to play even more. We need to take time to do the same things. Being an educator or an educational leader is hard work; we face obstacles every day and do our best to inspire and motivate others to do their best work as well. But the job can be taxing, both physically and emotionally; so it is ever so important that after working hard we reward ourselves with a little bit of fun. This is true not only for us, but for our students as well. We need to remember to reward hard work with some fun. It will pay dividends that are everlasting. Kids and teachers alike will become more connected to their schools and they will become leaders in their own right.

3. Take a walk every day. In other words, take time out to get some physical activity every day. I have a teacher in my UPK program that is seeing the rewards of this idea in real time. Each day, after her normal routine of calendar, weather, the pledge, etc., she has the kids count to 100 doing combinations of ten reps of some sort of physical activity...jumping, push-ups, squatting, jumping jacks...anything she can think of. The kids love it and are building strength and so are she and her aide. I visit each classroom every day and I can see the kids making progress! But what I really love is that the kids make me join in too. It's fun, we see progress in others and praise each other, and we expend some energy which helps us to focus on our work afterward.

4. Rest as needed. My browndog is a power napper. As she is approaching her ten year mark, she naps more frequently and tuckers out more easily. However, she recuperates quickly because she rests as needed throughout the day. As adults, we need to remember to do the same. Of course, we cannot nap while on the job but we can be proactive by planning accordingly so that we are able to organize and manage our work in meaningful and effective ways. Teachers need to learn be ever-mindful of their weekly and report card deadlines so that they are not spending their personal family or home time grading papers or projects to calculate grades. There must be a clearly defined line of work and life. Educational leaders need to find and share strategies and tools to help teachers monitor their time more effectively.

5. Praise good deeds. I will admit that the browndog was not always the best pet. As a pup, she chewed every rung on my dining room chairs until they were toothpicks, she ate my favorite and original Birkenstocks my sister brought me from Germany, and she often shredded magazines or books for me to find when I got home from work. Rather than spanking or punishing her, I found that a much more effective way of stopping the bad behaviors occurred when simply praising her for being a good girl each day. Although she has not done anything like that since she was a pup, I still greet her each day upon my return home from work by asking if she was a good girl. Each day, she takes me through every room in the house to show me what a good girl she was or to "brag" in her own way about what she had done that day. As a result, I take time to shower her with praise for her deeds (or lack thereof) and she is so receptive to that praise that she is inspired to do good work each and every time I leave her. People, or students and teachers, are no different. Taking time to praise them for the work that they do each day goes a long way.

6. Play well with others. Dogs and people are social beings, so why aren't teachers? Many teachers operate as islands; they close their doors, plan their own things, and rarely collaborate unless required to do so by their leaders. A teacher can do wonderful things, but teachers, together, can do AWESOME things. Teachers need time to work together to plan meaningful learning experiences for children. In addition, teachers must be granted time together to ensure that what they are teaching is aligned to state standards. Further, teachers need time together to discuss the different strategies and ways they implemented their content and instruction in order to compare with one another which ways were more effective for kids. This is the most powerful conversation that is worth having in our field.

7. Take time to smell (the roses). Dogs, especially my labbie, are led by their noses. Those of us dedicated to the profession of educating kids need to take time out to appreciate the good things we do and the progress that we reap. We must make time to reflect on the things in life and work that we do well in order to find inspiration and motivation to continue to grow as people and professionals. Reflection is the key to inspiring growth and ensuring that we do not enter into a "rut." We cannot continue to do things the way we've always done them. Our students and teachers deserve much more than that. We must be open and willing to grow professionally and continually in order to inspire the best in others.

So take time to look for life lessons in the little things that we take for granted. My browndog has certainly inspired me to do so. Your teachers and your students deserve the same.

Meeting the Needs of All Learners

Differentiating Instruction seems to be a most topical phrase in education these days. Teachers often fear that differentiating instruction means that they have to develop individual lesson plans for each kid in their class EVERY DAY. Thankfully, this is not the case. There are many ways to differentiate instruction for all kinds of learners and learners at every imaginable level even though they are all in attendance in one classroom.

I'm sure that we all can agree that there is essential content that every child needs from a particular content area. A teacher can, of course, deliver that content in any way he or she sees as most effective. However, and given what we know about brain research , we all know (or should know by now) that we cannot continue to teach as we have always done in the past. Kids are much different learners today than we were years ago. They are digital natives and we are learning as we go along.

Differentiating instruction does not have to be a complete abandonment of the lessons teachers have carefully planned and aligned to state mandated standards; rather, differentiating instruction around those standards simply means that teachers provide students with a variety of means to demonstrate their understanding of content. In an ELA classroom (as per my background experience), the simplest way to differentiate was by product; in other words, I provided a number of equitable choices for students to demonstrate their knowledge of content and their skills in demonstrating that content knowledge. (I have many thoughts on this and lots of other examples of differentiated assignments and project choices on my wikispace; see the initial page and the Writing Assignments page). But there are other ways to differentiate; many teachers differentiate by content, process, and product according to students' readiness, interest, and learning profiles.

As an administrator, what do I look for when visiting classrooms to ensure that each child is engaged and learning at their own pace? I look for kids who are engaged in whole group instruction or discussion; I look for kids who are quietly working on things on their own; I look for kids who may be working in pairs or in cooperative groups to accomplish something meaningful; I look for kids who are working at creating a new product based on their knowledge of content. This is the essence of differentiating instruction. When teachers differentiate, they provide structure in their classrooms and attempt to manage students while they do meaningful work. Differentiating instruction involves relinquishing some control by putting content into the hands of the learners and helping them to make meaning for themselves. This is not easy for teachers because, let's face it, there is a bit of a control freak in every teacher out there. However, differentiating instruction does lead to some powerful learning for our students and it is making a difference in many classrooms.

Teaching in the Trenches Without a Contract

"We must want for others, not ourselves alone."

Eleanor Roosevelt

In these harsh and uncertain economic times, it is difficult to stay positive. Times are tough and this is especially so in the field of education. As a native Western New Yorker from historic Niagara Falls, Governor Patterson's message of doom and gloom concerning school budget cuts has us all a bit running scared. To complicate this matter, there are many school districts in my region that are also experiencing teacher contract negotiations. These two issues combined have created an atmosphere of toxicity in schools across our area. Teachers are tense, disgruntled, and feeling under appreciated. This combination defines an atmosphere of trepidation, fear, and antagonism. How do we, as school leaders, work through such toxic situations?

We look for opportunities to showcase teachers and their techniques. We provide opportunities for teachers to work together and share their expertise. We inspire teachers to get excited about teaching and learning through meaningful professional development opportunities. We take the time to tell teachers in unique ways how much we appreciate all that they do for the children of our district. And we quell rumors that run amuck.

Although my immediate focus is the quality of curriculum and instruction and securing motivational and innovative professional development for all teachers in the district, I am also the direct supervisor of the UPK (universal pre-K) and ALT (alternative high school) programs that are in the building for which I serve as principal. Although the teachers in my building are experiencing the same strain of working without a contract for the second year in a row, I am thankful that they are still positive about the profession and continue to work hard for their kids. Sadly, I cannot say this for all the other buildings in my district. Some buildings are worse than others, mind you, and a few remain just as positive as mine.

I have years 13 years of experience as a middle school and high school English teacher and as a department chair as well. I know full well what it feels like to be in "the trenches" and be without a fair teacher's contract. Two different times in those 13 years we worked a year or more without a contract and I was on the negotiations team for one of those contracts. It was not an easy place to be; and, yes, I was angry at times, but I never, and I mean NEVER, let my professionalism come in to question. Unfortunately, this is not the case in my current district. Below are some things currently taking place as a result of this toxic atmosphere:

• Teachers are talking to students about how unfair it is to be working without a contract both inside and outside of their classrooms. In fact, some teachers have taken time out of instruction to do so. This is happening to the extent that teachers are actually telling high school students that prom will probably be cancelled because there will be no teachers willing to chaperon without a contract. That is just awful, not to mention wrong.
• Teachers have gone to a "work to rule" stance, refusing to perform any ancillary tasks above and beyond their contracted work day regardless of whether they have performed such tasks in the past. As a result, kids are suffering. Teachers are not staying after school to provide extra help for kids who need it. Teachers are not chaperoning events that help to motivate kids or further connect them to their school. Teachers are entering and leaving the building en masse, at exactly the start and end of their contracted day, period.
• Teachers are bullying other teachers, even those who are non-tenured, to be sure that all are following this work to rule stance. Teachers have been hollered at by colleagues and even followed out to their cars while being berated about taking work home with them.
• Teachers are bad-mouthing the district in the press. Just see this post by a friend to understand what I'm talking about. Not only do I find it unwise to bite the hand that feeds you, so to speak, I am also deeply saddened and offended by such tactics.

Times are tough for everyone these days, but that is no excuse to behave unprofessionally. As a former teacher, I would never have thought to behave in ways that sully the profession and take away from kids. No matter how hard it is sometimes, we must always remember to remain professional; we must always remember that this profession is about kids and not ourselves. We have to remain positive for the kids and provide them with the best possible education we can because they deserve it.

Poetry is All Around Us

I'm starting a New Year's Resolution early...I'm vowing to write shorter posts! Gosh, I'm wordy; so wordy in fact that I feel bad asking people to read my posts because they're so lengthy. I focus on making effective word choices and letting my voice come through, but I'm trying to figure out why I feel the need to explain every last detail when fewer will do. I do this when composing a poem, so why can't I in a blogpost? I've asked for tips from some other blogger friends whose posts are suscinct and provocative, so I'm going to give it whirl. After all, Shakespeare, one of my favorite poets, said that brevity is the soul of wit and I am fairly witty, if I do say so myself!

This past week, the recurring topic of conversation in my social network seems to be about poetry. I LOVE this genre; I love reading it, watching it being performed, creating it from magnets, and writing it. I love classic poets like Hardy and Housman, modern poets like Tupac Shakur and Taylor Mali, and def poets like Twin Poets and Shihan. In fact, I really love performance poetry. If you have never seen a poem being performed, it is a powerful experience. Poetry is built from emotions so the true meaning behind the words really leaps off the page when watching a passionate poet perform. And this is how I used to get kids to shed their hatred of reading poetry...I'd show them poetry instead.

Using this approach, I inspired students to write their own poetry and to analyze poetry for deeper meaning. I even got boys to stop complaining and moaning in disgust whenever I mentioned poetry. Performance poetry helped my students to see poetry in the world around them and helped them to connect poetry to other things they have experienced or read. They were inspired by simple things and my seniors loved the dramatic performance piece I assigned in my Speech and Communications class after watching selected def poets. Below are some of my favorites that I used to inspire my students. I hope you find them inspirational as well.









Where do you see poetry? Right now I see it in the snow that won't stop falling. And I hear it the wind whistling through my fireplace. And I feel it every time I walk into a classroom full of kids. Excuse me, but I feel a poem coming on!

Are Teacher Prep Programs Preparing Students for the Reality of Teaching Today?

Another semester at my Alma Mater, Niagara University, has come to an end. Overall, I feel it was another successful semester with my pre-service, aspiring secondary English teachers. Located on the US/Canadian border, NU has a unique mix of American and Canadian students. In addition, my class, English Methods, also usually has a mix of both graduate and undergraduate students as well. This semester the class was evenly split by both nationality and program. Meeting the needs of all of my students presents a very unique and rewarding experience for me as a teacher.

All students in my class are required by the university program to log 30 "Learn and Serve" hours, wherein they observe an assigned area teacher in practice and then teach a minimum of one lesson. Here, I require students to videotape themselves teaching a lesson and have them watch it and write a reflection, turning in both for a grade. I do NOT score the lesson or teaching itself; rather, I assess their ability to honestly and critically assess their performance as well as provide them with both warm and cool feedback to offer suggestions for improvement. The entire semester, and the teacher prep program itself, stresses the importance of self reflection so that by the time students are in my class, they are fairly proficient at this important aspect of teaching. In addition, beyond the required reading of Integrating Differentiated Instruction + Understanding by Design: Connecting Content and Kids, I also require that students read a text that specifically explores teaching secondary English called The Reading/Writing Connection: Strategies for Teaching and Learning in the Secondary Classroom and write Learning Log Reflections about what made sense and what they might try to use in their own classroom practice.

For the major project required for my course, students are charged with designing an entire unit plan based on the UbD model that includes many components (see unit plan link). I assign the unit plan along with the rubric for assessment and a model unit on day two of the semester and for the rest of the semester I model each piece or component along with strategies and best practices. In addition, I provide students with a variety of helpful links, tools, and my wikispace to review and pull ideas for their own unit.

Roughly halfway through the semester, students are also required to teach a lesson from their unit to their peers. This exercise allows them to try out their ideas and receive feedback from their peers as well as turn in a completed lesson plan and associated handouts to me for feedback as well. Students then have five days to email me a reflection of their teaching; I promptly assess all pieces and return to them the following class so that they can polish it and submit it as one of their required two lesson plans in the unit.

I must say that each semester I am impressed with the majority of units that students design and submit for their final grade. However, what concerns me is that some are fantastic designers of learning experiences but not so great at implementing them or developing realistic timelines for doing so and some are not so great at designing the unit but do a great job at teaching that one lesson from it. How do I address this in a way that everyone can benefit? How do I help these passionate young adults to see the importance of the parts equaling the effectiveness of the whole? Your comments and ideas are most welcome here.

Now for the BIG question...Are teacher prep programs truly preparing students for the realities of teaching today?

The final two sessions of my class address (1) designing a course syllabus and devising a grading policy and (2) discussing student teaching concerns and interview questions at a place off campus where we also have a bite to eat and a beverage. For this last class, we first discuss all their many concerns about student teaching, which seems to be very overwhelming for them. I try to offer practical advice and quell their nerves as much as possible. As for the interview questions, I provide them with an actual form from my former district used by interview panel members for a secondary English position and go through each while allowing time for students to ask questions and make notes to use in preparation for thmeselves. Then, I have a magic envelope in which are roughly 25 other likely questions they will encounter in their quest for a position. Each student is to pick a question and read it aloud, posing it to the person on their right. Here, they become so flustered and don't know where to start; it's painful to watch and I can't tell you how many interview candidates I have seen with the same reaction in the interview process. Although I offer suggestions, discuss the use of buzz words without actual examples, and a million other facets of being on "the hot seat," I still see young teachers much like my students fumble through first interviews. I completely understand that they will get better once they build confidence and a repertoire of experiences through student teaching, but somehow I feel as if I am still not preparing them for the reality of what they face in finding their first job.

What are your thoughts on this? How do we better prepare and mentor young teachers to take the reins? What can we as teachers do and what should teacher prep programs be doing differently in order to serve our students better? As a side note, beyond the required NYS teacher certification requirements, my university also gives a comprehensive exam to all students; sadly, there is over a 40% failure rate on this assessment. I have not seen it; I am not permitted. But students have told me about it and I am befuddled at what is being assessed on it.

So, this is my current classroom practice and I'm asking you, reader, how do I challenge the bureaucracy and thereby provide my students with practical and meaningful experiences that mirror the reality of teaching today?