Going to the Source: School Administrators’ Advice for Teaching Candidates

By Joel O’Brien – Throughout the course of my first-year working at Marquette, I have been privileged to sit down with several area school administrators and discuss the skills and qualifications that they are seeking in teaching candidates. While answers varied slightly based on the individual school administrator and the specific needs of their districts, below are action steps they consistently recommended for teaching candidates:

• Your application must be complete. Failure to do so will eliminate your candidacy.
  •  Read and follow application instructions (e.g., required documents)
• Update your application, so it reflects your current experiences.
• When completing your resume, include key information such as your certification, teaching experience, leadership/diverse experience, and technological skills
• Application materials should contain NO SPELING ERRERS
• Language used during application should be student-centered, focusing on the impact of your actions on others rather than simply stating what you did.
• Be careful with copy and pasting….  Address documents to the correct district
• Do your homework, know information about the school districts, and demonstrate thaknowledge by customizing your cover letter and resume accordingly.
• Experience descriptions should highlight key words such as desired skill sets.
• Tell an authentic, consistent story about your experiences and philosophy as an educator rather than disconnected brief answers.
• Field experiences are appropriate to include, especially if the experience is unique.
• Highlight specific experiences, skills, and programs avoid generic language and buzz words.
• Positive references from administrators are very valuable (Develop rapport)
• Reach out to individuals (e.g., friends, family, teachers, and administrators), informing them about your job search….  You never know who may be able to help you!

Hopefully these insights give your application the competitive edge during the summer job search!

If you have additional questions about the teaching job search, Marquette University students and alumni can schedule career counseling appointments or mock interviews with the Marquette University Career Services Center at (414) 288-7423.

Little Things Make a Big Difference: Positively standing out during the teaching job search

By Joel O’Brien – As another academic year and student teaching comes to a close for graduating seniors, I cannot help revisiting my graduation six years ago.

For many, this period of transition is filled with uncertainty, anxiety, and excitement.  It was no different for me as I wrapped-up an undergraduate career filled with learning, relationship-building, and professional growth.  While graduation brought closure to my undergraduate experience, it also meant directing my full attention to the teaching job search, which had been in motion since February.

Throughout this blog, I will discuss three strategies for standing out during the job search process and earning interviews.

1)      Utilize Effective Language, Never Assume that Administrators Know Your Experiences

When reviewing teaching resumes, it is common to see words such as “worked, helped, and assisted.”  While these words do not seem harmful at first glance, they can be quite detrimental to candidates’ chances of being selected for an interview.  They do not allow administrators to see the skills developed and implemented by the educator in the classroom. Instead, consider utilizing strong action verbs such as led, managed, created, and collaborated, which provide specificity to skills demonstrated during an experience.

Similarly, remember that every other candidate applying for a teaching position has student taught. Do not assume simply including student teaching will make you standout. Consider incorporating items such as teaching strategies implemented, technology used, parental contact and involvement, and student assessment into your bullet points. Providing brief, but specific examples within your resume and cover letter is essential to developing the credibility necessary to earn an interview.

2)      Maintain Relationships with Mentors and Administrators
In his April 13^th Marquette Educator blog, Matt Olinski offers very sound advice about networking with administrators and collecting letters of recommendation. While it is crucial to establish relationships and obtain references from individuals that can speak positively and specifically to your skill sets and experiences, it is equally important to maintain these relationships both during and after the job search.

This could mean sending a monthly email or grabbing a cup of coffee to touch base and update your references and other contacts within your network. With this being said, never assume that networking will directly result in a job being handed to you, but it can significantly increase your chances of being selected for an interview, which is essential in a competitive job market.  Put yourself in the position of an administrator, would you be more likely to interview a candidate that you know only on paper or someone who you personally know their background and strong skill sets?

For individuals searching for teaching positions during the summer (like I did), it is crucial to make sure that you have the best contact information for each reference once the school year ends. For many references, home (cell) phone and address may be preferred over school contact information, make sure to ask their preference. It is difficult for someone to speak positively on your behalf if administrators are unable to reach them.  Most importantly, remember to thank references for their time and efforts, as they are not obligated to speak on your behalf, but voluntarily do so on their own time.

3)      Get Involved: Volunteering, Coaching, and Substitute Teaching
Despite being later in the semester, one of the best ways to positively stand out is through becoming involved within districts of interest. For those currently student teaching, the best opportunities may exist within your current school district. There are few things that an administrator values more than a candidate’s willingness to demonstrate initiative. It is irrelevant whether the opportunity is paid or unpaid. Rather focus on skills developed and demonstrated when describing experiences to administrators. Great opportunities exist through literacy and after school programs, music/art departments, athletics, etc.

For past graduates, substitute teaching is a great way to develop additional experience and versatility through teaching a variety of grade levels and subjects. Furthermore, substitute teaching can also be a great audition for anticipated full-time teaching openings. Occasionally, individuals gain long-term substitute teaching experience, which can occur for a variety of reasons (e.g., illness, maternity leave, etc.). These experiences allow teachers to instruct the same classes for extended periods of time and are great opportunities for building relationships with faculty and administrators while also gaining credibility within a building. In addition to versatility, these experiences show commitment to the school district and its mission.

Hopefully you find this information to be beneficial. If you have additional questions or are seeking career counseling, Marquette University students and alumni can schedule a career counseling appointment with the Marquette University Career Services Center (MUCSC) by calling (414) 288-7423.

Online resources for education majors are also available on the MUCSC Webpage.
Prior to pursuing his Master’s of Science degree in Student Affairs in Higher Education, Joel O’Brien taught American history and government while also coaching basketball and golf at a Catholic high school in Iowa. As a graduate student, he completed multiple practicum experiences in career services and academic advising while serving as a graduate assistant within academic support.  Upon finishing graduate school, Joel joined the Marquette University Career Services Center Staff. As a career counselor, he enjoys empowering students with the self-knowledge, skills, and tools necessary to take ownership of their career exploration and job search process, and find meaningful employment.

How Are You Different? Tips for the job search

By Matthew Olinski – As we enter the homestretch of the university school year, many people are about to leave Marquette to begin careers in their chosen fields.

Consequently, this time of year makes me think back to my days as an undergraduate student — and the ways in which I built up my own resume.

As a social studies education major–and there were plenty of us from schools across Wisconsin — it was vital that I make myself stand out as the candidate that would be the best choice. I remember going to job fairs and standing in line with copies of my resume in hand, and then sitting in front of someone for a relatively quick interview with a long line of people behind me.

What could I do to make myself stand out as the person they wanted to hire?

To be completely honest, I didn’t succeed in making this happen in the majority of situations.  But, I did put resumes out to numerous districts. Ironically enough, after accepting my first contract as a middle school social studies teacher, I was subsequently offered two other jobs.

The first piece of advice I want to give to job seekers is: do something that makes you stand out and that is important in your field.

My examples included being trained and up to date in CPR.  This is always a beneficial skill to know when working with others. You never know when or if you will need to use it (and hopefully you never will), but it is something I did to make myself more marketable to my employers. I also had experience, beyond student teaching, in instructing both children and adults through a Parks and Recreation class.  I made sure to reference these additional experiences in my interviews, selling them skills that fell outside of teaching social studies.

A second piece of advice: as I learned over the course of my field work and through time talking to administrators, you absolutely need to get to know the school district you are applying to. 

If you are in the interview, and they are asking you questions about specific teaching strategies, apply them to the school district to which you are specifically applying.  Every district and every school has a web page. Look at it a few times to examine their mission statement is and learn about their philosophy on education.  Not only does this information prepare you for an interview, but it offers you a preview of whether or not that school and that district is really a place you want to work.

Third: Get your letters of recommendation early, and get them in order. 

Someday you’ll be a teacher, and students will ask you for letters of recommendation. When high school students ask me for this information, I request that they give me more than a few days notice.  It is only right that you do the same for the people you are asking.  Not only are they likely to be very busy people, they probably have multiple people asking them for letters of reference.  Also try to get a variety of people for your references. Your professors, your field work teacher, and a principal at the school are all good choices.

All in all — get out there. Differentiate yourselves. And put your best foot forward. You’ll be glad you did when the job offers begin to roll in.

“Let It Be” – Life Lessons (with help from the Beatles)

By Sabrina Bong – For Christmas one year, my former college roommate made me a mix CD, filled with some of my favorite songs.

Each song, she said, had special meaning: some were ones that we used to sing around the apartment, some were ones that I had requested copies of, and some were ones that she thought just fit for me.

One of the songs on my CD was “Let It Be” by the Beatles. At first, I thought she had given me that song because she knew how much I enjoy the Beatles. But no, she had given me that song for a different reason. She explained that there would be situations where I would have to relinquish control and just let things be. And whenever I had a hard time doing that, I should listen to that song.

I’ve been listening to that song quite a bit in the past few weeks.

Right now, there is a lot about my life that is unsure: where I will be geographically next year, what kind of school I will be at, how I will adjust to being an adult in the real world, and no longer a student. It’s scary to think about all of these different changes and transitions that are happening right now. And for me, one of the scariest things is that I am no longer able to completely control my destiny right now.

As a student, I was in a little more control of where I was going. I knew what I was going to major in. I knew that I had to work hard at my assignments and do my readings to get good grades, and I knew that receiving great marks would open doors for other possibilities. Being a student was a very individualized job, and one that I knew how to do well at. But now, as I start applying for jobs, everything seems uncertain. I am not sure whether or not I will get a position here in Wisconsin, so there’s the possibility of moving. I may struggle being a bona fide “adult.” Instead of doing individual work, I will instead be working with a team to collaborate and help students grow. What if my teammates don’t like me?

But just like the song suggests, at some point, I need to let it be.

I firmly believe that I became a counselor for some reason, and that I wouldn’t have made it this far if this career wasn’t right for me. I believe that there is a plan for me, a path, and that my path was meant to go down the road of being a counselor. As unsure as I am about what my future holds, I am certain that counseling is what I was meant to do. I was meant to help students get through those rough transitions in life, to help teach them about building friendships, to help them apply for colleges.

So for now, I’m letting it be. I’m taking a deep breath, saying a little prayer, and reminding myself that uncertainty is okay. After all, it only means that another adventure is waiting to take place.

The Squeaky Wheel Gets the Oil – Gaining Administrative Experience

By Ryan Krienke – It’s the question that all of us face whenever we are looking for a job outside of our current role.

How do I get experience without having experience?

Especially in school administrative positions, districts and school leaders seem very apprehensive about hiring someone to lead their schools unless you can show that you have successfully done it before.  At some point, someone had to give everyone a chance, right?  The key is to create your own opportunity.  If you are currently a teacher looking to break into school administration (i.e. the principalship), you cannot simply hope a pastor or superintendent will take a chance on you.  Rather, show them that you already have what they are looking for.

First, it is important that you differentiate between being a teacher who goes above and beyond in their duties from quality administrative experience.  Staying late to work on signs for a school fundraiser shows your commitment to your school, but it isn’t enough to show the person hiring their future principal that you are prepared to lead a school community.  Instead, find ways to lead school initiatives like organizing a system of peer observations among teachers where formal feedback is given between colleagues.  When you propose an idea such as this to your principal, also be sure to volunteer to execute the project and present it to your colleagues.  Principals in all school districts, in all settings are spread very thin.  Teacher leaders are integral in making a school successful.  As a strong teacher with an eye on a future administrative job, you should be thinking constantly about ways you can be a leader in your school and take some of responsibilities from your principal.

Second, step up to the plate and engage yourself in your school’s learning support teams, faith formation committees, etc.  Typically these groups meet before or after school for planning and this may lengthen your work day.  However, the work you accomplish with these groups will assist in building your resume of administrative experiences.

Third, be transparent with your principal and other school leaders. Tell them of your aspirations. They will help you.  Principals know they needed help along the way in order to gain experience and prepare for their first principalship.  Sharing your career goals with these folks is likely to get them thinking about ways you can gain administrative skills within your current school and who knows they may even do some networking for you!

Lastly, don’t leave your principal search to chance.  Only part of the job search is about the actual application. If you’re like me you can’t remember the last time you got a job without knowing someone or being privy to the unpublished details of the position.  Information is power, so conduct informational meetings to learn more about administrative roles in various settings and the skills you’ll need to succeed. It’s amazing what you can learn in 30 minutes over a cup of coffee.  Plus at the end of the interview if things went well you might be able to get one or two more contacts.  If you think about it, after a few successful informational interviews you might have people telling those doing the hiring about you. After all, it is the squeaky wheel that gets the oil!

How I Know I’m in the Right Career

By Sabrina Bong – Remember when I said the Praxis II was one of the scariest situations I’ve been in so far?

Well, I lied.

Applying for jobs is by far scarier than the Praxis II. Turning in my resume and completing job applications – hypothetically, getting my career started! –  is much more frightening than taking a standardized test that determines whether or not you get licensed.

This past weekend, I began seeking a school counseling job. And in between all the cover letter writing, form uploading, and transcript searching, I came across a question that really made me pause.

The question was, “If there were no limitations on you, what would you like to spend your life doing?” At first, I was a little stunned. After all, wouldn’t everyone say that they wanted to be doing EXACTLY the job they were applying for? If you were applying to be a teacher, wouldn’t you say teaching?

For me, personally, I know that no matter what, I am in the right profession. As a counselor, you get to change lives. You inspire people. You may not always get the recognition right away, but you guide people down better paths in life.

I have the best job in the world, as an intern. At the middle school, I get to help students navigate that scary transition between elementary and middle school. It is the most rewarding process at the middle school, because I really get to see the changes I’m striving to make. I run a lunch group that focuses a lot on making friends and social skills, and I have noticed their social abilities grow by leaps and bounds. Each of them has made a lot of progress, and it makes me so happy to see that! At the elementary school, I get to help teach young minds about the importance of being a safe, responsible, and respectful member of the school community. I teach about the effects of bullying, how to make friends, and how to use “I-statements” when disagreeing with someone.

When I’m in the halls and I hear students using their “I-statements” and telling others not to be mean to each other, it makes me smile. When I was at the high school, I helped students with the college application process and gave them advice on various relationship situations. Hearing that my students are moving on to college makes me proud. I live for moments like that. Truly, this is one of the most satisfying careers I know. It’s not always glamorous, and being a counselor definitely has its interesting moments, but really, it is incredibly rewarding.

Seeing that question only solidified my belief that I was in the right profession. After thinking about how I want to spend the rest of my life, I realized that counseling, with all of its ups, downs, and sideways, is exactly what I wanted to do.

Of course, I wouldn’t say no to writing a best-selling novel and traveling the world … but for now, counseling seems like the perfect idea.

When Opportunity Knocks – Be Ready!

By Bethany Neubauer – I recently received a frantic phone call from an old college friend – we’ll call her Natasha – requesting assistance with her resume.

As it turns out, one of Natasha’s grad school professors had contacted her unexpectedly about a job opening. The professor had been impressed with Natasha’s performance in class and felt her skill-set was a great match for the teaching role.

Natasha became overwhelmed with excitement as she reviewed the posting. The only problem was the application deadline was five days away and my dear friend had not updated her job search materials since completing her undergraduate degree eight years ago. She considered not applying due to the deadline, but decided to give it a whirl and fortunately, thanks to feedback from friends and willing references, Natasha was able to pull together her application just before the deadline.  Needless to say, it was stressful week as my friend raced against the clock to pull things together.

As students, we are quite vigilant about maintaining our resumes and obtaining letters of references; but, after we land a job it is all too easy to lose sight of these things.

Yet, we just never know when opportunity will come a knockin’. Be ready when it does!

Here are some suggestions on how to do just that.

Resolve to update your resume at least annually.    By keeping your resume current, you won’t be forced to recollect years of accomplishments.  Personally, I like to do mine around performance evaluation time because it helps me prepare to meet with my supervisor.  The process helps reveal areas where I lack experience and then I can ask for opportunities to gain it.  Ask yourself – What have I achieved in the last year?  What new duties have I taken on? What projects have I taken on?  What opportunities do I need to continue to develop or refine skills that will move me in the direction of my professional goals?

Keep in touch with your professional references.  If you don’t interact with these individuals on a regular basis be sure to check in with these folks a few times a year.  Learn about what they’ve been up to professionally and let them know what you’ve been doing.   

For those in the teaching professions, consider requesting new letters of recommendation as you grow and develop in your role before you need them so you can nimbly respond to opportunities as they arise. 

Enlist a second set of eyes. We are often blind to our own accomplishments and strengths.  Inviting the feedback of someone who works with you can help provide additional perspective.  Marquette students and alumni can also schedule an appointment in Marquette’s Career Services Center at (414)288-7423 for a review of resumes and cover letters.

So, you’re looking for a teaching job? 6 Tips For Your Search

By Nicki Thompson – As recent Marquette graduates go off into the world of the job search, the College of Education teachers await their licenses from DPI and eagerly search WECAN for postings.

As a brand new teacher, competing with those from other universities and those with teaching experience, how do you make yourself stand out on paper? Here are six tips that might help you as you look for that pivotal first-year teaching job.

Full disclosure: I am no expert in the job search, nor am I an administrator or even a very experienced teacher. But as I was looking for jobs, I learned a lot and am hoping to share that information with you.

1. Know where to look online. Most new graduates know to look on WECAN, the Wisconsin Educator Career Access Network. For a district to become a member of WECAN, they need to pay, so not all districts in Wisconsin post jobs there! Many districts post jobs through the Wisconsin.gov jobs site. Just click on Education under categories and select the appropriate subcategory (science, mathematics, elementary/middle education, etc.). The third option is to check out the Archdiocese of Milwaukee. Just scroll down and under Category, select Schools-Teachers.
2. Check for jobs every single day. I last looked on WECAN three days ago. In the time since, five more jobs in Wisconsin have been added for my content area (Spanish). It is absolutely necessary to keep checking, because the window for application is sometimes quite short (a week or two). If you miss that, the job is often gone. Be persistent.
3. Use your connections. If you know someone who knows someone who teaches in the district, do NOT be afraid to send an e-mail or make a quick phone call to that person. Search the faculty list on the school’s website. Look for names of former elementary/ middle/ high-school teachers. Ask your friends if they know anyone who teaches there. I got my very first job because my former high school English teacher is now the librarian at the school where I applied. Just having someone mention your name to an administrator often moves your application to the top of the massive pile.
4. Edit your resume! Having errors on your resume is an absolute reason why you won’t be interviewed, I would assume. A friend of mine was applying for jobs and had already submitted her materials to a few districts. She then realized that her phone number was incorrect on her resume – she had flipped two digits. Check for those things before you hit submit! Also make sure you highlight things so that a school administrator can see the connection between working as a hostess and applying as a 6^th grade teacher. Play with your words. Be creative.
5. Tailor your cover letter and the 12 questions on WECAN. Do research on the district before you apply. Spending that extra 20 minutes on your cover letter could mean the difference between getting and interview or not. Here are some things to look for: Does the school mention using backwards design in the job description or on their website? Talk about how you use backwards design. Does the school mention unique challenges given the diversity of the school? Talk about your experience with classroom management and highlight your strengths. Does the school talk about using technology and building 21^st century skills? Mention that! Also mention your willingness to become involved in extracurricular activities, especially if the district has posted openings for coaches or advisors. Your cover letter needs to make you sound like a great fit for the district.
6. Follow the directions. Administrators and district offices are extremely busy places. Some districts are extremely clear about the application process, and it is vital that you follow those directions. Here are some examples I pulled off WECAN:

• Applicants should upload additional application materials electronically through WECAN. Materials to upload include:  cover letter, resume, transcripts, 3 letters of recommendation and license. Make sure to post all those things on WECAN and have them viewable to the employer! If you are awaiting your license from DPI, mention that in your cover letter.
• Please be sure to use the same email  address for WECAN and the Teacher Insight. Some districts will have you complete the Teacher Insight, which is a survey that includes questions about how you would handle different situations, among other things. Complete that if it’s required!
• Please do not contact school locations.  All application materials will be  presented at the completion of the deadline date and you will be contacted  if an interview is desired. Don’t even think about calling the school or the district or sending an e-mail to the principal.

Once you get called for an interview, follow Nick McDaniel’s tips! Good luck!

Being Patient

By Ryan Manning – First of all, I am incredibly excited to be able to contribute to the Marquette Educator. The opportunity to document my experiences as a new professional in higher education for the College of Education community is a truly thrilling opportunity for me.

I became interested in Student Affairs as a profession like most other educators do, through the influence of an outstanding mentor. Hopefully, I can provide some of the same inspiration for other future educators and higher education professionals!

But before I do that, I should probably introduce myself. I graduated from the College Student Personnel Administration program in May 2011. Prior to graduation, I served as the Assistant Hall Director in Schroeder Hall at Marquette, where I truly developed a love of working to support the learning and personal development of college students. Currently, I am searching for my first professional opportunity in higher education student affairs, probably in residence life, while living in my hometown of Boston, Massachusetts.

Since I am still fully immersed in the job search process (though I expect it to be wrapping up soon fingers crossed), I am constantly looking at new job opportunities and how well they would fit my skills and goals as a professional.

Though it can certainly be limiting in the amount of possible positions, the biggest piece of advice I can give to any emerging professional, “Be patient and know that the perfect match is coming, you just have to wait for it.” If my time at Marquette gave me anything, it was the confidence to know that I have all of the passion and skills necessary to be an outstanding new professional, and to know that I can afford to be a little bit picky when choosing how I will be spending the next 3-5 years of my life.

While my job search process has certainly led to some moments of great stress and frustration, I am comfortable knowing that I am learning so much about myself and what is important to me in a new position.

I hope to remain in an urban environment, not only for the social opportunities it affords to me, but also so that I can continue to provide students with opportunities to become educated about social justice issues and impassioned to create change in the world. During my time in grad school, I have also gained a great deal from my involvement in the National Association for Student Personnel Administrators (NASPA), a professional organization for student affairs professionals.  My hope is to find work with an institution and department that support my efforts to further my professional development.

That’s what is important to me as I continue my job search process.
What’s at the top of your list?

Advice for the First Teaching Job Interview

By Nick McDaniels — I have been thinking recently, as I sit in my educational administration classes talking and listening about hiring practices, about my first teaching job interviews, the questions I answered correctly and the ones I didn’t. I hope, as Marquette pre-service teachers are preparing themselves for the interview process, that I may offer some advice from a teacher that went through the same process not long ago.

Before your interview, you will need to identify the place you want to teach, find out how to apply to the district, and start calling schools. Setting up your interview directly with the principal is wise, even if it is not the district protocol. A principal can pull the strings to hire you if they really want you, whether you have followed the protocol or not. Unless you like suspense, do not add your name to a pool of applicants and wait to be contacted. But assuming you have all of this set up and your interview date is circled on your calendar, you’ll need to know what questions you will be asked and how to answer them.

So, Marquette pre-service teachers, here are seven questions you will likely be asked followed by a guide to answering them:

1) Why do you want to be a teacher?

How to Answer: Answer this from the heart. Answers like, “I have always known I wanted to be a teacher are good answers.” However, it would benefit you to mention that you really love children, that you love watching children succeed and facilitating the learning process. An even better addition to this question is to explain why you want to be a teacher at this principal’s school. Of course, you will have done your homework and will know more about this school than many of the teachers already teaching there.