Application Process for Education Graduates

1. Application Process for Education Graduates Julia Perryman Airlie Bell Student Assist – Career Development www.une.edu.au/careers/ careers.service@une.edu.au 02 6773 2897

3. The Process The assessment of candidates is based on the following sources of information: • application form • supporting statement • academic transcripts • practicum reports • your responses to questions asked at interview

4. Eligibility + Suitability Your current studies are establishing your eligibility for a teaching position. You need to demonstrate in your application , resume and interview, your SUITABILITY as a teacher!

5. Competition “…Students should remember that they are competing against one another. It is not sufficient to say that they have acquired good communication skills, teamwork etc, because they have been to university. We want to know why their skills are better than other applicants and how they have demonstrated these skills, both at university and throughout their lives.”

6. The application form DET have an online application form. Familiarise yourself with the form- so you can prepare the information you will need to have at hand. You can save an unfinished application and return any number of times to complete it. The application form can be found at http://www.teach.nsw.edu.au/grp/newsletter.htm Click on under heading at right ‘APPLY ON LINE AT’

7. HELP Each section has a ‘help function’ and ‘frequently asked questions’ to clarify any concerns you might have. If you do have a question that has not been anticipated, you can contact our office or DET direct.

8. Important Dates 5 MARCH: Applications for 2008 GRP open 5 MARCH: 2008 GRP website and online application facility live 5 MARCH: Interview booking facility available for mid-year graduates wanting April interviews 1 APRIL: Closing date for applications for mid-year graduates 10 APRIL: Interviews commence for mid-year graduates 6 MAY: Closing date for applications for 2008 GRP EARLY MAY: Interview booking facility available for all other graduates 18 JUNE: Interviews commence for all other graduates

9. The Resume What is a resume? Why do you need one? General resumes Portfolios

10. What is a resume? It is NOT a record of everything you have ever done It is your MARKETING tool Why would you make a good teacher? Why should we employ you?

11. Why have a resume Additional information (to support your application to DET detailing your strengths as a teacher A ‘calling card’ to leave with schools if you are seeking casual/temporary work

12. Before you begin…… What are you selling? What are your strengths? You need to be able to articulate what you have to offer in order to ‘sell’ yourself Set up your Skills Data base

13. Skills Data Base Use a checklist to help you to determine how well you can demonstrate your skills as a teacher against the selection criteria. Check off the qualities you can already DEMONSTRATE. Work on the skills and qualities you feel you are weakest in.

14. General Tips Easy to read Good balance of white paper and text Point form Business like No gimmicks Clear and concise Say it well once!

15. What to include? Contact Details Education Employment history- relevant transferable skills Other skills/Aptitudes Extra curricular activities…………

16. Clear, Concise and Compelling If I only had thirty words to describe myself to a potential employer, what would I say? If I could only present five skills to a potential employer what would I say? Use a Mind Map (or lists) to help identify what you have to offer……..

17. Mind Map

18. Selection Criteria PERSONAL QUALITIES TEACHING EXPERTISE KNOWLEDGE OF CURRICULUM AND TEACHING METHODS LEADERSHIP QUALITIES SPECIAL SKILLS AND APTITUDES

19. PERSONAL QUALITIES What are your key strengths that will contribute to you being an effective teacher? Use elaborated point form Name the Quality; Where developed or demonstrated. Refer to Selection Criteria.

20. TEACHING EXPERTISE Keep it relevant They already have prac reports so don’t just repeat what is in them What are you good at- how has this enhanced your teaching expertise.

21. Knowledge of Curriculum / Teaching Methods Ability to make connections between content areas, classroom activities and community expectations of learning experiences Understanding of the role of monitoring, assessment and reporting to enhance learning outcomes, including outcomes in literacy and numeracy. How developed? Don’t just list units you have studied.

22. Leadership, Special Skills and Aptitudes Leadership: Where have you demonstrated or developed leadership skills?How are these relevant to teaching?Contribution to groups such as students’ representative councils, social organisations, sporting associations or community Demonstrated leadership in, for example, paid or voluntary work Understanding of the importance of leadership skills in the teaching profession. Leadership does not have to be a position of Authority Skills and special aptitudes which may contribute to effectiveness as a teacher (eg skills in music, art, craft, sport, languages other than English, information technology). What were you unable to say in your application? Say IT NOW

23. What is the value of previous experiences???? Past reactions will predict your future behaviour or If you’ve demonstrated a particular skill in the past there’s a good chance you’ll be able to do it again in the future! Think transferable value- leadership, organisational skills,collaborative work attitude,teamwork, communication skills,self awareness……………

24. How to describe a skill Name the skill How was it developed? How have you enhanced it? How has it been demonstrated?

25. Teaching Expertise Ability to: plan lessons in accordance with the educational needs and individual learning styles of students improve learning outcomes by motivating all students through the application of a wide range of teaching approaches and strategies establish and maintain a purposeful, interesting and challenging learning environment for all students Competence in integrating information technology in learning and teaching.

26. Employment History (Work History ,Job Assignments,Experience Summary, Casual Work, Relevant Employment……..) ? Reverse chronological order or group to illustrate particular skills or qualities ? What is the transferable nature of this experience ie what is the value to the prospective employer What does each experience demonstrate about you as a teacher?

27. Activities (Interests, Hobbies, Extra-Curricular activities…) Don’t just list – give a descriptor of how well or in what capacity you are involved in this activity. Focus on those activities and interests that relate to the job you are applying for BUT Do not overlook other skills that may not seem directly related to teaching. These can also be important e.g…………..

28. Activities (Interests, Hobbies, Extra-Curricular activities..) Do not overlook other skills that may notseem directly related to teaching. These can also be important e.g. Membership of clubs/organisations / professional associations ? Hobbies and sports ? Languages, travel, publications ? Community involvement ? Include special awards, positions: e.g. captain, chairperson, leader, etc.

29. Don’ts Have spelling mistakes Repeat yourself Make a claim that you can’t back up Tell lies Undersell yourself

30. Do Spend time reflecting on your skills and abilities Be clear that you have value to add to teaching Get someone else to proof read your document Review - using the ‘so what factor’

31. Supporting statement In your supporting statement you should describe your personal qualities, teaching expertise, knowledge of curriculum and teaching methods, leadership abilities and special aptitudes as they relate to teaching. In addition you need to complete the applicant details at the top of the form and sign and date the statement before the interview. Your statement should not exceed the stated limit. You will submit the statement to the interview panel. The information it contains will be considered by the panel to assess your potential as a teacher.

32. Supporting Statement example PART 1 EDUCATIONAL PHILOSOPHY PROFESSIONAL KNOWLEDGE Within your teaching subject/area how would you ensure that you maximise learning experiences and outcomes for all your students? PROFESSIONAL PRACTICE How would you go about planning a unit of work, and how would you know if your teaching of the unit was effective? What strategies would you implement to develop effective communication skills in your students? What strategies have you implemented to manage student behaviour?

33. Supporting Statement example cont’d PROFESSIONAL COMMITMENT How will you apply the principles of lifelong learning to your professional development as a teacher? How do you see your role as a member of a professional team? How would you assist parents to engage in their children’s education?

34. Supporting Statement example cont’d PART 2 PERSONAL INFORMATION Please outline your reasons for becoming a teacher. Please indicate any co curricular areas in which you have qualifications, experience or abilities that would assist you in your role as a teacher. Examples could include sport coaching, performance skills (in drama, music or dance), outdoor education, first aid, information technology skills, youth leadership skills or other interests and hobbies. 

35. Supporting Statement example cont’d Give a personal example of an activity that demonstrates your application of any one of the following skills: initiative leadership organisation. Outline what you did, and what were the results of your involvement.

36. Professional Knowledge PROFESSIONAL KNOWLEDGE Element 1: Teachers know their subject content and how to teach that content to their students You may be asked questions about your: Understanding of current Board of Studies syllabuses and the Department’s guidelines on curriculum content and teaching methods Ability to plan lessons in accordance with the educational needs and individual learning styles of students Competence in integrating information technology in learning and teaching Element 2: Teachers know their students and how they learn You may be asked questions about: The welfare of students and their learning Your ability to cater for the individual needs of all students in a just and equitable manner Your ability to improve learning outcomes by motivating all students through the application of a wide range of teaching

37. Professional Practice Element 3: Teachers plan, assess and report for effective learning You may be asked questions about your: Understanding of the role of monitoring, assessment and reporting to enhance learning outcomes, including outcomes in literacy and numeracy Element 4: Teachers communicate effectively with their students You may be asked questions about your: Ability to use the English language effectively in oral and written communication Element 5: Teachers create and maintain safe and challenging learning environments through the use of classroom management skills You may be asked questions about your: Capacity to establish and maintain a purposeful, interesting and challenging learning environment for all students Capacity to create an environment of respect and rapport Skills in conflict resolution

38. Professional Commitment Element 6: Teachers continually improve their professional knowledge and practice You may be asked questions about your: Understanding of the role of critical reflection and feedback in relation to teacher performance Awareness of the need for ongoing professional development Ability to embrace educational innovation and change Element 7: Teachers are actively engaged members of their profession and the wider community You may be asked questions about your: Ability to recognise and appreciate the values held by students, families and the community in relation to the role of a teacher Understanding of the importance of leadership skills in the teaching profession Contribution to groups such as students’ representative councils, social organisations, sporting associations or community

39. What is an Interview? The interview is a face-to face marketing exercise. This is your opportunity to convince the panel that your skills, qualities and experiences make you suitable to be a teacher!

40. An Interview is not…………. A 'test' or a trap. The panel is talking to you because they believe that you may have something to offer. The interview will allow them to investigate your skills, experiences and qualities to determine if you meet their needs

41. First things first Check that you know exactly where the interview will be held. Double-check the time of the interview. Find out who will be interviewing you, their name and title - check pronunciation of their name if in doubt; Research the company or organization Review your application and Resume and prepare in your own mind a number of examples to demonstrate your 'major selling points'.  

42. The Interview The two members of the interviewing panel will be experienced teachers. The interviews are scheduled to last for approximately 30 minutes. Following the interview, the panel will consider your responses and your documentary evidence and based on these, will make a recommendation to the Department.

43. Information Provided to the Interview Panel Your application form and most recent academic transcript submitted by you will be made available to the interview panel. Bring to the interview 2 page Supporting statement Copies of any additional practicum reports Portfolio?

44. Portfolio or NOT??? Not essential BUT Good professional practice Clear concise examples Do not include assignments Keep it visual- this is the visual reinforcement of what you are saying

45. Do’s and Don’ts DO : shake hands greet the interviewer(s) by name wait to be offered a chair before sitting down maintain eye contact with the interviewer(s) dress appropriately - dress more formally than you would for the workplace answer questions clearly, using examples to demonstrate your skills and qualities

46. Don’ts DON'T be late- first impressions count smoke or chew gum lie or exaggerate your capabilities undersell yourself Don't forget- make the first 30 seconds and last 30 seconds work in your favour: Good first impression; Good last impression

47. Question types Open questions-" Tell us a little about…….." Keep in mind the selection criteria and your strengths. Hypothetical questions-What would you do if… These will assess your ability to think on your feet. Leading questions- The answer seems logical… As a teacher you will require good communication skills - do you have good skills in this area? Do not give a yes/no answer. Give examples to support your response.

48. Question types……. Multi-barrelled- two or more questions linked to the same topic Don't be afraid to ask to have the question repeated if you can't recall the full question. Behavioural questions-uses your past experiences to predict future behaviours Prepare examples of how your experiences have allowed you to develop specific skills and how these could benefit the employer. STAR: Situation, Tasks, Action, Result

49. STAR(R) Situation Tasks Action Result Reflection

50. Personal Qualities A positive attitude towards the welfare of students and their learning Sound commitment to teaching as a profession Ability to recognise and appreciate the values held by students, families and the community in relation to the role of a teacher Ability to cater for the individual needs of all students in a just and equitable manner Understanding of the need to apply equity principles and practices to ensure that all students reach their potential Understanding of the role of critical reflection and feedback in relation to teacher performance

51. Personal Qualities Awareness of the need for ongoing professional development Ability to embrace educational innovation and change Capacity to contribute as an effective and cooperative team member to enhance student learning Ability to use the English language effectively in both oral and written communication Effective conflict resolution skills.

52. Teaching Expertise Ability to: plan lessons in accordance with the educational needs and individual learning styles of students improve learning outcomes by motivating all students through the application of a wide range of teaching approaches and strategies establish and maintain a purposeful, interesting and challenging learning environment for all students Competence in integrating information technology in learning and teaching.

53. Knowledge of Curriculum / Teaching Methods Understanding of current Board of Studies syllabuses and the Department’s guidelines on curriculum content and teaching methods Awareness of the need to incorporate literacy and numeracy skills across the curriculum Ability to recognise the integrated nature of curriculum areas

54. Knowledge of Curriculum / Teaching Methods Ability to make connections between content areas, classroom activities and community expectations of learning experiences Understanding of the role of monitoring, assessment and reporting to enhance learning outcomes, including outcomes in literacy and numeracy.

55. Leadership Qualities • Contribution to groups such as students’ representative councils, social organisations, sporting associations or community • Demonstrated leadership in, for example, paid or voluntary work • Understanding of the importance of leadership skills in the teaching profession.

56. Special Skills and Aptitudes • Skills and special aptitudes which may contribute to effectiveness as a teacher (eg skills in music, art, craft, sport, languages other than English, information technology).

57. Teaching Qualifications • Your academic results are an important consideration in the assessment of your application

58. After your interview.. The panel will determine a result of: targeted satisfactory or deferred. If deferred, the panel must give the reasons so that the individual student can get feedback on the areas that need development. The reasons for this rating could include ‘applicant failed to give depth to answers in questions xyz’ or applicant demonstrated little knowledge about xyz’. You can be reinterviewed if you get a ‘deferred’ rating.

59. The panel will assess Your answers to questions PLUS: How would you rate the quality of the candidates application? How would you rate the potential of the candidate as a future teacher based on the quality of academic results to date? How would you rate the potential of the candidate as a future teacher as documented in practicum reports? 

60. Not a student- a beginning teacher Know what you have to offer Be well prepared Be confident Need assistance? Resume and Interview workshops Student Assist – Career Development 02 6773 2897 careers.service@une.edu.au www.une.edu.au/careers/

61. The Interview Prepare Practice Perform!

62. Sample questions 1 Why do you wish to become a teacher with DET? What do you consider the role of a teacher to be? What do understand by the term parents as partners in education? Describe a positive experience you have had as a teacher which made you feel good about being a teacher? Describe the best lesson you gave during a prac. Why was it the best? Describe the worst lesson you gave during prac. Why was it worst? What did you learn from this experience?

63. Sample questions 2 Many classes today are mixed ability- that is they contain students with a range of abilities. What teaching strategies would you use to effectively cater for the wide range of abilities you are likely to encounter? Tell me what you know in general terms about the ways in which students learn. What are some strategies you have used in the classroom to effectively manage disruptive students? What are some of the classroom assessment practices or evaluation strategies that you would use to assess the educational outcomes of your students? What role do you see parents as having in the educational process? What teaching strategies do you believe are most successful in developing language in the writing process?

64. Sample questions 3 How would you incorporate literacy as a priority in your teaching (of your subject) (across the curriculum) Can you give me an example of innovative teaching practices you have observed during your prac experiences? Can you give me an example of working as part of a team. What was your contribution to the team and what was the outcome of this exercise? Can you give me five words that best describe you? Can you tell me about any significant changes to the curriculum which have been introduced recently? How would you inform yourself about curriculum changes? Describe a time where you set yourself a challenging goal? What happened? What would you do differently?

65. Sample questions 4 During a year 9 class there is a sudden, major disturbance between two boys. When you intervene, one boy rudely abuses you, using very inappropriate language. What would you do? How do you go about meeting new people? How would you go about forming a relationship with your new class? Let’s say that you are appointed to Goodooga Central School, a school in a small, isolated, largely Aboriginal community. What difficulties do you think you would face both at school and in your own lifestyle? Tell me about a time when you had to communicate information to a group of people. How would you get to know your fellow teachers? Tell us about a time where you’ve demonstrated leadership qualities. How do these relate to your effectiveness as a teacher? What are your strengths and weaknesses?

66. Sample questions 5 What do you believe the term “Student Welfare” to encompass? What do you consider important when programming for a class? What would you do in the initial set up of your classroom to structure it for effective/explicit teaching How would you involve a learning support team? What implications flow from the assessment of students’ work?

67. Sample questions 6 What prompted you to study education? Why do you want to become a teacher? What would you do if you got a full time position next year and you had to start in one week? How would you organise yourself? Why do want to work for DET? Your first appointment is to a school which has a tradition of musical performances. You have well developed musical skills and would like to take control of organising this years performance. Your direct supervisor has always managed this event. How would you handle this situation?