BEST FOOT FORWARD

Stepping into your career in education

Table of contents Planning and preparation

P4

The education job market

P8

How hidden jobs are found

P9

Resumes

P10

Applying for a job

P15

Key Selection Criteria

P18

The interview

P21

Appendix 1: 250 Action Verbs

P30

Appendix 2: Useful Websites

P31

Developed by the Independent Education Union Victoria Tasmania (2012), incorporating revisions by Steve Whittington and materials from ‘Managing Your Career’ (2006) reproduced with permission from the NSW/ACT IEU. 2

Dear Student Teachers Congratulations on joining a challenging and rewarding profession. Starting out in education can be daunting, but IEU Victoria Tasmania is here to help you in your career, every step of the way.

Training and Professional Development As a IEU Victoria Tasmania member you have access to extensive, high-quality training and professional development, including the Beginning Teachers conference held at the start of each year, CV writing workshops, classroom management and communication seminars and the ever-popular “PD in the Pub”. The Teacher Learning Network (TLN), a IEU Victoria Tasmania / AEU training provider, also provides ongoing PD throughout the year.

Advice, Support & Insurance We’re also here to lend a helping hand, if you’re having trouble at work. If you need advice, support or representation on a matter to do with your employment, IEU Victoria Tasmania is only a phone call away. We also offer legal liability and professional indemnity insurance to all members, and have a team of legal officers to assist you in any issues that arise.

Be “In-The-Know” The informative and in-depth coverage provided in IEU Victoria Tasmania publications, The Point and Independent Education is available exclusively to members. Additionally, all members receive regular email bulletins on educational and professional matters. For a full list of member benefits, refer to the IEU Victoria Tasmania Member Benefits Booklet, or check the IEU Victoria Tasmania website. This booklet is a handy reference for you as you begin your search for a job. I wish you all the best of luck and look forward to working with you as you get to know the independent sector. Yours in unity

Debra James General Secretary 3

Planning and preparation Finding your direction It is important to understand and to be able to clearly articulate your aspirations and abilities. This will be a great help to you as you kick off your career in education. Ask yourself the following questions: Goals 

What do I want to achieve through my teaching?

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Where do I want to be in 1 / 3 / 5 years’ time?

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What do I want to be known for? i.e. What is my ‘brand’?

Abilities 

When have I been at my happiest? What was special about this time/ place?

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What comes naturally to me?

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What do people tell me I’m good at?

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What kinds of things do I always put off doing? What do I (instinctively) prioritise?

Values and attributes 

What are my core values?

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How do I demonstrate these values in my teaching?

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What behaviours are important to me?

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How do I role-model these behaviours?

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Skills Audit How does your teaching measure up to the National Professional Standards? Not everyone has the same strengths or style but it is essential to know what yours are. Use the following scale to rate yourself against the Standards: 5 = strongly agree

4 = agree

3 = neutral

2 = disagree

1 = strongly disagree

1. Professional knowledge: Know students and how they learn

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I have been praised for my ability to relate to students

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I know my students’ names after only one class

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I could tell you something personal about every student I have taught

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My lesson plans and activities cater for a variety of learning styles and abilities

2. Professional knowledge: Know the content and how to teach it

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I have credible qualifications in each of my subjects

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My industry or life experience complements my subject knowledge

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I am comfortable teaching my subjects at various year levels

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I am confident enough to extend my brightest students

3. Professional practice: Plan for and implement effective teaching and learning

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All students are appropriately engaged and challenged during my lessons

  

Planning lessons and assessments is one of my strengths Communication with students is one of my strong points I regularly implement ICT teaching strategies

4. Professional practice: Create and maintain supportive and safe learning environments

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I am confident in my ability to manage challenging student behaviours

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My classroom is a safe environment, free of physical, verbal and other threats

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I openly support colleagues and students in their teaching and learning 5

5. Professional practice: Assess, provide feedback and report on student learning

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I provide a range of tasks and activities by which I assess my students’ learning

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I make sure I provide constructive feedback to students of all abilities

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Students, parents and colleagues always have a clear indication of my students’ performance and ability

6. Professional engagement: Engage in professional learning

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I have a good understanding of my strengths and areas for improvement

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My style is collaborative and I am keen to learn from colleagues and other sources where possible

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I am comfortable when being observed during my teaching

7. Professional engagement: Engage professionally with colleagues, parents/ carers and the community

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I generally get along fine with parents, carers, peers and management

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Parents generally respect and appreciate my professionalism

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I am fully engaged in my profession, through associations, unions or other networks

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I have an extensive network of counterparts in other schools and/or subject areas

Choose your three main strengths and provide examples of times when you have demonstrated your ability in these areas: 1._________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________

2._________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________

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3._________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________

Using the information you have gathered about yourself from the previous pages – your goals, abilities and professional standards – write a summary of the attributes you bring to a potential employer. Avoid ‘motherhood statements’ (e.g. I believe all students have the right to….) and make it clear what it is that defines you as a person (goals, abilities, values) and as an outstanding educator.

___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________

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The education job market: getting your foot in the door All job vacancies in public schools except contract positions of less than 6 months must be advertised. This requirement does not apply to Catholic or independent schools, and many jobs are made available and then filled without any advertisement taking place. These “hidden” jobs are usually filled by candidates who either have some previous association with the school, or who have actively approached the school or agency regarding employment. There are many ways to source and secure a teaching job, some of which have a greater chance of success than others. To be really effective, your job-hunting strategy should include all of the following:

Advertised jobs

‘Hidden’ jobs

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Networking 

Schools in which you completed your teaching placement: Give them a call and let them know you’re now looking for an ongoing role. Ask your mentor or supervisor to connect you with counterparts in other neighbouring schools.

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Schools you attended: Get in touch with your favourite teacher and ask them to connect you with the Head of Department, Principal or Deputy. Aim to meet people face-to-face in order to create a good impression.

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Schools in your area: Find a way to introduce yourself to decision-makers and give them a hard copy of your CV. Follow up with an email and a soft copy.

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Target particular schools: List those in which you are interested and whose strengths and values match your own. In each of the above instances you could ask the school to list you on their CRT database or find out which teaching agency they use for this purpose.

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Peers, former colleagues, Principals on LinkedIn: People are still exploring how best to use social media and online networking. Create a profile and expand your network. Ask for recommendations and referrals from previous employers or colleagues – this is the new ‘written reference’. Ask them to introduce you to new people outside your existing network. Newspaper advertisements

These are on the decline due to the substantially lower cost and higher distribution of online advertising. However, some schools still like to promote their brand and/or prefer to receive applications through the mail. In addition, some schools advertise in newspapers in conjunction with online advertising. Pay attention to application requirements regarding cover letter, referees and selection criteria: if you omit a requirement your application may be excluded. Online advertisements The advantage of this method is that it is quicker and easier to apply for jobs. The associated disadvantage is that the number of applicants (i.e. your competition!) is greater. The other consideration is that earlier applications may receive more attention than later ones, so it’s essential to be organised and get your application in promptly. The comment about application 9

requirements applies equally to online advertisements. Relevant website URLs are listed at the back of this booklet. Agencies There are an increasing number of teacher (recruitment) agencies operating in Australia. This trend commenced in the UK in the ‘90s and is expanding rapidly in the education sector as the competition for talented and/or experienced teachers becomes fiercer. Some only offer CRT roles, whilst others focus more on replacement contract or ongoing positions. Remember that agencies work for their client schools, not for you, so find one whose values, clients and geographic area will suit you and establish a good relationship with them. Volunteer Volunteering (teacher aide, out of hours, extra-curricular activities etc.) may not pay the rent in the immediate term, but it will help you to get some valuable school experience on your CV and may lead to something more permanent in the future. It will also expand your networks and may open up opportunities in other neighbouring schools.

Résumés Your résumé is your most important job-hunting tool whose purpose is to get you short-listed for interview. It is basically a marketing document on which you must promote your ‘Unique Selling Proposition’ (knowledge, skills, experience, attributes etc.) as it pertains to potential employers’ needs. A good résumé shouts out ‘Look at all these wonderful things I’ve accomplished!’ For that reason, your résumé is a uniquely personal document: There is no one-size -fits-all approach. There are, however, some general guidelines to remember.

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DO  

Select three to five key messages

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school I was responsible for….

Put your best ‘material’ (argument)

Yawn….

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Highlight your achievements rather than your responsibilities

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Include your photo

Use concise, dynamic bullet point

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Include your age, date of birth,

Proof-read and solicit feedback from trusted sources

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Hide your light under an archaic measure of dry crop produce

statements 

Tell stories. E.g. In my previous

that you want to convey on the front page 

DON’T

religion, marital status

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Include written references unless specifically requested

Make good use of white space and ensure font, spacing and tabs are consistent

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Limit your document to 2 – 4 pages

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Include your name and contact number on every page (in the footer with page number)

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Send your application as Adobe pdf rather than Word documents (if

Whilst there are plenty of excellent generic résumé templates available online, not all are suited to the education sector. A draft template is provided on the following page and in the online resources provided.

permitted) 

Include the contact details of three professional referees

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Résumé Template Your Name Address Mobile Email VIT registration # Professional overview (or personal statement or career objectives) 50 – 100 words outlining in clear terms what it is that makes you stand out from all the other applicants. Education (or qualifications) List in reverse chronological order: Institution, qualification, dates Key achievements (or key skills and attributes or what I am known for) 

Five to eight bullet points



Avoid generic items such as ‘Outstanding communication skills’

Employment (or teaching experience or professional experience) 

List your employers (including school placements) in reverse chronological order: Employer, job title, dates

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Provide a brief overview of the position if not obvious, including year levels and subjects taught

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Provide up to five key achievements whilst in this role (bullet points)

Professional Development (or other training or other qualifications) 

Bullet points, in either reverse chronological order or grouped by function, e.g. Curriculum, classroom management, pastoral care etc. No more than a dozen.

Other sections as appropriate 

Awards/scholarships

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Memberships 12

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Publications and conferences

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Volunteer and community work

Activities and interests 

Four to ten bullet points about how you spend your time when not working or studying.

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If you list a generic item followed by an example or specific item it can make a great interview ice breaker. E.g. I see you have read Charles Dickens entire works. Which is your favourite?

Referee details Generally three referees are required. 

Name

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A short sentence outlining their relationship to you and which aspect of your work they are able to comment on. E.g. John was my mentor during my second placement and will be able to comment on my classroom management and strong planning skills.

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Position held

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Organisation

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Email

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Phone (confirm with your referee which is the most suitable)

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Résumé Critique Form Ask three people to read your resume and record their scores before you use it for job applications.

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Is it easy to read quickly?

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6.

Action Orientation

Do most sentences and paragraphs Rate the resume on the points shown be- begin with action verbs? low, scoring from a low of 1 to a high of 3 in each of the items listed.  7. Precision Place the numbers 1, 2 or 3 in the box Does it avoid generalities and focus on provided specific information about my experience, projects, results?  1. Overall Appearance

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2.

3.

Length

Could the resume tell the same story if it were shortened?

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4.

Relevance

Has irrelevant information been eliminated?

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5. Writing Style

Accomplishments

Are my accomplishments and skills

Layout

emphasised?

Does it look professional and well formatted?Do key points stand out?

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8.

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9.

Completeness

Is all the important information included?

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10.

Bottom Line

How well does my resume accomplish its purpose of getting the employer to invite me for an interview? Rating Point Total Grand Total (30 maximum)

Is it easy to get a picture of me from the contents?

What are some other ways that you would suggest I improve this resume?

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Applying for a job Once you have prepared your resume, it’s time to start job hunting. Websites listing teaching jobs in the Catholic and Independent sector are listed at the end of this booklet. Teaching position advertisements can also be found in the weekend papers – most commonly the Saturday Age, though some schools also list jobs in the Weekend Australian.

Read that ad! Make sure you know how to apply     

Phone call Written application Number of pages Referees if requested (relevant and diverse) Meet deadlines

Prepare for the phone enquiry        

Follow up quickly Make a phone enquiry Prepare any questions about the school / job Prepare for a mini interview on the phone Get the name of the person you speak to Make it clear you are interested Be ready to say how you fit the requirements Obtain the name of the person to address the letter to

Writing your application    

Highlight position criteria List your attributes clearly against them Give concrete examples Make sure you address the criteria clearly

Submit your application both in electronic form unless a hard copy is specifically requested or when you have an existing relationship with the school! Check your Facebook! Employers will almost certainly enter prospective applicants’ names into Google, Facebook or other social networking sites to see what information they can find. Run a check on yourself – if you type your name into a search engine, what comes up? Even if a potential employer does not run a search on you, you can be fairly sure that your future students will, so try to make sure that there is nothing available about you online that you wouldn’t want made public in your workplace… 15

Cover Letters Covering letters are essential in response to a specific position to highlight how well you fit their criteria.

1. Make a Checklist List the points and verbs in the criteria. Note down your qualifications, education, skills, knowledge, experience and achievements against each of the criteria with examples. [What will set you apart from other applicants?]

2. Draft     

Use the same order as in the list of criteria. Construct a positive, interesting opening sentence for each one. Give examples as proof. Use a bullet point list for each of the criteria if you like. Use a separate sheet to state how you meet each of the set criteria if there are a lot of them.

3. Polish       

Seek feedback and proofreading from others. Always obtain the correct name and title of the person to address. One to two pages is sufficient to get your message across. Avoid the words "as you can see", because the reader may not "see" what you intend. Avoid "but", "although" and "however": they set up a negative statement. Remember: spell check doesn't check for meaning, so proofread carefully. Use facts which speak for themselves whenever you can.

4. References Generally, your list of referees should be on your resume, not your cover letter. However, you may wish to make reference to ONE referee in your cover letter, if you believe it will encourage the employer to interview you. Brief your referees well in advance and keep them posted. You should provide them with a copy of your CV and cover letter so they can most effectively reinforce your application.

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Cover Letter Template Your name Your street address Suburb State Postcode Phone: Email: Date Month Year Mr/Mrs/Ms full name Title (i.e. Principal) School name Street address Suburb State Postcode Dear [Mr/Mrs/Ms surname of contact] In the first paragraph you should name the position you would like to be considered for, and outline how you heard about the job opening. Briefly explain who you are, and provide a very short summary of what interests you about the school and why the selection panel should consider you for the role. Explain why you think you are qualified for the position, emphasising how your previous experience and transferable skills make you ideal for the role. Mention your qualifications and what you think you would bring to the school. This is the place to respond to Key Selection Criteria – one concise paragraph for each, showing how your skills and experience meet the criteria. If the ad specifies KSCs, make it clear that you are responding directly to these. In the subsequent paragraph, explain why you would like to work for this particular school, showing that you have done research regarding school and the position. While this is a formal letter, you should feel free to express enthusiasm, both about the school and about the opportunity that the position presents. Lastly, refer to your attached resume, and politely request that they consider your application, thanking them for their time. You may wish to state that you hope to have the opportunity to discuss your application in person. Yours sincerely [Signature] Print full name Contact email or mobile

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Key selection criteria Many job advertisements will include Key Selection Criteria (commonly referred to as KSC). These are essentially road signs to guide both job applicant and the selection panel – it is critical that you address each criterion in your application. They are core characteristics and qualities considered essential for carrying out the position competently. These requirements also allow the selection panel to objectively choose the right candidate for the job. That is, the candidate that fulfils the position requirements the best is selected.

Types of Key Selection Criteria There are a number of different types of KSCs that a candidate will come across in a job application summary. Those key selection criteria that relate to demonstrated experience refer to the actual performance of a task - you will need to provide specific details and relevant evidence demonstrating the level of experience you possess. It is important to also provide panel members with clear details regarding strengths, abilities and skills in a way that is familiar to them. To achieve this level of impact it is essential that the key words and phrases from the position description feature in written responses. Knowledge and understanding are also common position requirements. In support of these claims, a candidate should provide concrete examples of when these aspects were demonstrated. Skills and abilities should also be supported via the use of examples. It is not enough to write that you possess these talents - you also need to show when and how they have been demonstrated. You can’t simply state that you are honest or fair, you need to prop up your claims with compelling practical examples.

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A Common Misconception: The Importance of Desirable Key Selection Criteria Key selection criteria also come in two different types – essential and desirable. Well-written desirable key selection criteria are vital to the success of the statement and being awarded the job. Although a candidate could still be considered if they lack desirable key selection criteria, it is misleading to believe that the strength of your essential key selection criteria will get you past that winning post. That is, if the interview panel is having difficulties choosing between two candidates, it could very well be the desirable key selection criteria that make all the difference.

No Key Selection Criteria? You may find that some job advertisements do not include clear KSCs. This can be both a blessing and a curse: while you may not be expected to write as lengthy an application letter and will have more freedom in terms of how you choose to respond, you do not have the clear guide to the expectations of the employer which KSCs provide. In this situation, a useful tactic to help you structure your application letter is to devise your own KSCs for the position – you won’t include these in your final application, but they will help to both prompt and focus your cover letter. To do this effectively, you will need to do some research into the school. Spend some time on the school website, looking in particular for ‘mission statements’ or outlines of core philosophies, values and policies. Look also for any particular programs, innovations or curriculum structures which set the school apart. Once you have collected as much information as you can, carefully re-read the job application, then ask yourself what abilities, attitudes, experiences, expertise, attributes and skills this school will be looking for when deciding which applicants to interview. Try to phrase the answers as prompts to help you to shape your application letter.

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Example Key Selection Criteria How would you respond to these KSCs? Remember: it’s great if you can refer to previous teaching experience (including from your student placements), but don’t be afraid to also use examples from your time working in a café, organising a community event or participating in a sporting team… 1. 2. 3. 4.

Demonstrates an understanding of how students learn, effective classroom teaching strategies, and the capacity to work with colleagues to continually improve teaching and learning. Ability to communicate with children, parents and school community, Willingness and demonstrated capacity to participate in a range of activities; e.g. school sports, sacramental programs, liturgies, camps / excursions Understands the value of collaboration and is able to function to a high standard in a team environment

Tips When Preparing Written Responses   

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Your key selection criteria response should include a header with the position title and reference number and a footer with your name and phone number. Address each criterion in the required order using the criterion as a heading. Ensure that you use a consistent font and layout for each criterion and over the whole document. Size 11 in Arial, Times New Roman, Tahoma or Verdana is recommended. For each KSC, underline the key words or phrases so you are clear about what the employer wants to know and what you have to demonstrate. Some may require further break-down: e.g. what are the components of ‘effective classroom teaching strategies’? You should structure your response to each KSC as follows:  Interpret the question: Break down the KSC into its separate components and make a general opening statement that outlines how you meet this standard.  Demonstrate capability: Provide two examples that support your opening statement. State the context, strategies you used and the outcomes achieved. Refer where possible to concrete relevant examples from your work or volunteer history, academic career or social activities such as sports or participation in clubs and community groups.  Relate to the employer: Conclude with how you have improved in this area and/or what you would be able to bring to your new role. i.e. How the school will benefit from employing you over another candidate. Avoid duplicating material contained elsewhere in your application (CV or cover letter). 20

The interview The interview process can seem daunting, but if you arm yourself with proper preparation and a positive attitude, it can be a positive and constructive experience. This is your opportunity to engage with potential employers and demonstrate to them why you would be a great addition to their school. If you’re going to be convincing, it’s crucial that you believe this yourself! Remind yourself before your interview of what you have to offer this employer. Most importantly – don’t panic! If things don’t go to plan in your first interview, think of it as a learning experience for the next one.

Interview preparation As for any test, preparation is essential. Use sources such as the School website, annual report, yearbook, friends/colleagues/current staff members, media, your union and the MySchool website to find out about: The School: Its culture and values, strengths and reputation, organisational structure, affiliations, academic and co-curricular programs, facilities, staff development and career opportunities. The position: Why the position has become available, the associated duties and expectations, time allocation, year levels, reporting structure, additional resources. The interview: How many people will be on the panel, their names and personality, what style of question they are likely to ask, how long it will last. Once you have done your research you need to rehearse answers to possible questions (see next page) and prepare your own questions. Finally, how you present at interview is also crucial. Remember that you don’t get a second chance to make a first impression! Dress code: It’s better to be conservative and formal than casual and underdressed. Women should wear minimal jewellery and make-up and not expose too much skin. Confidence: Take a copy of your CV, cover letter and portfolio into the interview. Arrive early and take the opportunity to go over your application. Convey positive body language and follow their lead on making small talk. Accept a glass of water if offered. 21

Answering questions Interview questions can be grouped into three categories: Behavioural Used to ascertain how you would respond in certain circumstances based on previous outcomes. e.g. Give an example of a time when you had to diffuse a difficult situation. Hypothetical Tests how quickly you process situations and how well you think on your feet. e.g. Two students are fighting after school. What would you do? For both of these types, you should structure your answer in 3 parts: 

Situation/Task: Outline the circumstances, how it impacts on the school or others and what steps need to be taken.

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Action: Outline what action you took/would take and why.

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Result: What were/are the expected outcomes from your actions?

About you Finds out about your past, present and future achievements, attributes and goals. e.g. How do you cater for different learning styles and abilities in the classroom? General principles Be concise: Rephrase, articulate, summarise. 3 minutes per answer. Demonstrate your capability: Highlight your strengths, give examples, and allay any concerns. Interviewers value warmth, brevity, honesty, rapport, energy, enthusiasm and clear communication: Maintain good eye contact, address each panel member in turn and by name, smile and relax. At the end, leave the interview on a positive note and thank the interviewer(s) for their time. Say that it was a pleasure meeting them and that you hope to hear from them soon 22

Expected Questions 1.

Why would you like to work in our school? What do you know about it?

2.

Tell us about your work experience to date.

3.

Why did you apply for this position?

4.

What positions of responsibility have you held?

5.

What are your priorities as a teacher over the next two years?

6.

How do you cater for mixed abilities in the classroom?

7.

What do you consider to be the essential elements of an effective classroom management plan?

8.

What Professional Development have you undertaken, and what would be your PD priorities over the next few years?

9.

What are your strengths and skills?

10. What are your weaknesses? (This question can be very difficult to answer well – so do think carefully in advance about how you might answer it) 11. How do you get along with colleagues? Can you tell us about a time you worked constructively as part of a team? 12. Can you tell me about a time in your life when you had to influence someone to change his or her opinion? 13. What experience have you had with Learning Technology? 14. What do you expect to be doing in 3-5 years’ time? 15. What is most important to you in your work? 16. Is there an achievement of which you are particularly proud? 17. Are there any questions you would like to ask?

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Are you ready to be interviewed? Employers look for an applicant who … . 1. Knows the reason why they have applied to this particular employer. Why have you applied? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ 2. Has evidence of their achievements to date. What are your achievements? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ 3. Can comment on work related problems they have solved in past employment. What problems have you solved? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ 4. Has had leadership experience - paid or unpaid. Give examples of your leadership experience, or positions of responsibility you have held. _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ 5. Knows how past experience relates to their vacancy. Describe how your experience relates to their vacancy.

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6. Can explain how the employer will benefit from your education, training and skills. Describe these benefits. __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ 7. Has a career goal (not an 'I'll take anything' attitude). State your career goal. __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ 8. Has a professional appearance - dresses appropriately. Describe the clothes you will wear. __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ 9. Has carried out research about their organisation. What do you know about the organisation? __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ 10. Has good interpersonal skills in order to relate well to others at work. Give examples of your interpersonal skills. __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________

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Preparing responses to interview questions Record questions that could be particularly challenging: __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ Practise your answers and note key points: __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________

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Asking Questions Questions about the position and the school: In most cases, a job interview will conclude with an opportunity for you to ask questions about the position you are applying for or about the school. This is an opportunity for you to find out any further information which may help you to decide whether to accept the job if it is offered to you. Perhaps more importantly, though, it is also an opportunity for you to impress the employer by showing your active interest in the school and the position. Your engagement in this section of the interview is likely to be an important factor in the selection process, and you should think carefully before the interview about questions you can ask which will help to underscore your engagement with the teaching profession and your suitability for the particular role. You may want to ask about curriculum, support programs for students with diverse learning needs, extracurricular activities, professional development opportunities, or any other aspect of the workings of the school. List questions you could benefit from asking in a job interview: 1._________________________________________________________________ ___________________________________________________________________ 2._________________________________________________________________ ___________________________________________________________________ 3._________________________________________________________________ ___________________________________________________________________ 4._________________________________________________________________ ___________________________________________________________________ 5._________________________________________________________________ ___________________________________________________________________ 6._________________________________________________________________ ___________________________________________________________________ 27

Religion and Philosophy Questions relating to your attitudes towards the relevant religion, philosophy or ethos will almost inevitably be raised at some point during the selection process for any nongovernment school. The nature of these questions will vary according to the type of school you are applying to work at. Usually what will be expected of you is a clear expression of respect towards, and understanding of, the values of a particular religion or school of thought. Victorian Catholic schools will require you to get an ‘Accreditation to Teach in a Catholic School’. However the school will provide you with the time and resources necessary to receive this accreditation. If you are successful at obtaining a position in a Catholic Primary School you will also probably be required to get an ‘Accreditation to Teach Religious Education’. The school will facilitate the accreditation which is similar in complexity to a Certificate IV. There are provisions in various pieces of current legislation which place strict limits on the extent to which matters of religion or belief may be used to choose between candidates for a position. If you believe that an employer or prospective employer has discriminated against you on the basis of your religious affiliation, you should contact your union.

Discrimination In Victoria it is illegal for employers to discriminate against someone on the basis of particular attributes, including: age; breastfeeding; questioning your employment rights; gender identity; impairment; Industrial activity (including Union membership); lawful sexual activity; marital status; parental status or status as a carer; physical features; political belief or activity; pregnancy; race; religious belief or activity; sexual orientation; or personal association with a person with such an attribute. Religious organisations have certain exemptions which allow them to discriminate (only on religious belief or activity, sex, sexual orientation, lawful sexual activity, marital status, parental status or gender identity) where either:  the discrimination is necessary to avoid offending that community’s religious sensibilities, or  the attribute would mean that you could not fulfill the inherent requirements of the job. Employers also have some rights to have records of illness or injury that could be exacerbated by the new job. Other than this, in an interview, employers should not be asking questions about any of the above matters (including your Union membership or intentions to have children). They can only ask questions about the above attributes when it goes directly to your ability to do the job.

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Job search checklist I have:



identified my assets in terms of my skills, abilities and experiences



identified and made use of my networks to help in my job-hunting



composed a clear and concise resume which highlights my strengths



selected relevant and diverse referees, asked whether they are willing to provide references, and let them know which positions I have applied for



carefully considered which schools I would like to work at, and researched these schools



regularly checked relevant websites and newspaper employment sections for job advertisements



asked others to proofread my resume and any cover letters



sent a ‘broadcast letter’ including my resume and an attached customised cover letter to schools at which I am interested in gaining employment



a clear understanding of how to respond to selection criteria



considered which types of teaching position I am most interested in (in terms of year levels, subject areas etc.)



asked for advice from any contacts I have in the education sector



practised my interview technique, and carefully considered the types of question which may be asked of me

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Appendix 1 250 Action Verbs Choose ten which at the same time are your best and your most enjoyable skills achieved acted adapted administered advised analysed assembled assessed attained audited arranged budgeted built calculated checked classified coached collected communicated compiled completed conducted consolidated constructed conserved controlled coordinated copied counselled created decided defined delivered designed detailed developed devised diagnosed directed discovered dispensed

displayed distributed diverted drew drove dug edited eliminated empathised established estimated evaluated examined explained expanded experimented expressed extracted filed financed fixed followed formulated gathered generated got guided handled headed helped identified illustrated imagined implemented improved improvised increased influenced informed initiated instructed

integrated interviewed invented inventoried investigated judged kept led learned lifted listened logged made maintained managed manipulated memorised met modeled monitored motivated navigated negotiated observed obtained offered operated ordered organised originated oversaw painted perceived performed persuaded photographed planned played predicted prepared prescribed

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presented printed problemsolved processed produced programmed promoted protected provided purchased questioned raised read realised reasoned received reconciled recommended recorded recruited reduced referred related remembered rendered repaired reported represented researched resolved responded restored retrieved risked scheduled selected sensed separated served set-up

shaped shared showed sold solved sorted spoke studied summarised supervised supplied talked taught team-built tended tested & proved told took trained transcribed treated travelled trouble-shot typed umpired understood understudied undertook unified united upgraded used utilised washed weighed worked wrote

Appendix 2 Useful Websites

Independent Education Union Victoria Tasmania www.ieuvictas.org.au Australian Education Union Victoria – www.aeuvic.asn.au Tasmania - www.aeutas.org.au Independent Schools Job Board www.independentschools.com.au/

Seek www.seek.com.au Careers Online www.careersonline.com.au EdConnect Australia www.edna.edu.au Eteach www.eteach.com

Catholic Education Offices Victoria - www.cecv.catholic.edu.au Tasmania – www.catholic.tas.edu.au

Teachers.on.net www.teachers.on.net

Australia Teachers www.australiateachers.com/

SchoolJobs www.schooljobs.com.au

Australian Teacher Magazine www.ozteacher.com.au/html/

Oxford Education www.oxfordeducation.com.au

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Mail PO Box 1320 South Melbourne VIC 3205 Melbourne Ground Floor 120 Clarendon Street Southbank VIC 3006 Telephone 03 9254 1860 FreeCall 1800 622 889 Fax 03 9254 1865 Email [email protected] Web ieuvictas.org.au

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