Online Package for Application Writing & Interview School Administrative Manager NSW DET 2010

1. Online Package for Application Writing & Interview School Administrative Manager NSW DET 2010 Teachers’ Professional Résumés

2. Some ideas to think about that will help maximise your chances Before we begin 1. Seek out opportunities to do relieving jobs – the longer the better 2. Document everything you do – keep records of actions and outcomes. 3. Before applying, talk to your principal. They’re highly influential and can provide you with real support 4. Get into DET ! Make sure you know their philosophy and “big picture” goals – know the Strategic Plan and other major documents such as school Plan and annual report 5. In your application, give due prominence to STUDENTS and WORKING WITHPEOPLE.

3. As Acting SAMI developed strategies to bring about improved office practices. This emerged following observations and discussions with office administrative staff, principal and deputy principal. Outcomes included: Better tone within the office – the “feel” of the office improved considerably Reduced confusion among staff with regard to their roles, leading to a significant reduction in conflict. Better turnaround time in tasks sent to office for processing, e.g. photocopying, student attendance/absenteeism processing etc. As Acting SAM I undertook office management training using DET training modules and then worked closely with colleagues to redefine role statements for members of the administrative staff. Outcomes included: Improved tone within the office (comments from admin staff, DP, principal & staff satisfaction surveys) Staff have indicated they are fully aware of their duties and appreciate having clear role descriptions (surveys) The principal sent a letter congratulating office staff on the new levels of efficiency in task management. You’re a panellist. Which one would you choose? See next page for comments

4. The example on the right has some advantages that the left example lacks: specific documents are mentioned in the intro (DET training modules) the outcomes are tighter and stronger than on the left – they indicate HOW the person knows, rather than just merely stating claims without any backup. The outcomes on the left are the person’s own opinion and may not reflect the reality. The example on the left is more focused on working with people (“following discussions….”). This is a big strength. MY VERDICT: The one on the right wins the day narrowly. An ideal example however, would combine the best of both – the collaborative nature of the first and the tightness of the second.

5. Section 1 Background information

6. The style of your criteria statements The “old” model Many points – little depth The “new” model Part 1: a short BELIEF Statement I have demonstrated leadership as: Part 2: a CAR story • Chair of Workplace Health & Safety Committee – led process of reviewing and revitalising OH&S policy • Member of Finance Committee – contributed to development of budget • Led teacher aide restructuring program • Managed budget for building new Gymnasium • Liaison Officer with ATSI community – initiated partnerships with families leading to set up homework program Context – Brief description of how you happen to be doing this role Actions – precise, detailed account of what you did and how you went about it. Needs to be thorough, sequential, natural Results – 2 or 3 specific results, with evidence/data/substantiation Part 2: Potential Statement. Pick a specific challenge in your new role and explain what you might do.

7. A good application Demonstrates an awareness of……. • The key indicators of each criteria. • The Position Description (which you download) is a guide to the themes/messages which must permeate your stories • DET Corporate goals & policies • E.g. ICTs, Middle Schooling and other core goals e.g. indigenous outcomes equalling mainstream by 2012 • The needs of the school/position you’re going for. This will inform your potential statements.

8. Major indicators in each CriteriaMake sure your statements emphasise these…. • SC 1 – Financial (management of school finances generally and within specific contexts or projects) • Ability to plan and implement a budget • Understanding of DET financial guidelines, parameters • Ability to interpret cashflow, profit/loss statements, balance sheets • SC 3 – Initiative, resources, deadlines (vision for what needs doing, identify resources needed, can map a detailed plan) • Applies strategic decision making/planning • Devolves/delegates responsibility • Can identify need for action & then act on it

9. SC 4 – Leadership, supervision (motivating, getting people on side, selling your ideas, people skills) • Developing Trust within your team • Building skills in members of your team • Building Partnerships among team members and with other members of school community • SC 5 – Communication (oral – speaking with individuals and groups, written – writing reports, letters, submissions) • Building a climate to foster positive interaction with others • Ability to use audience-appropriate communication

10. SC 6 – Office management (how you maximise client service, workplace effectiveness and how you ensure team performance is optimal) • Reflecting on existing practices • Planning for greater efficiency • Initiating performance monitoring • SC 7 – Aboriginal • Working with the local community • Liaising with Aboriginal aides (if applicable) • Supporting staff in initiatives designed to raise awareness of challenges facing aboriginal people

11. Some Key Documents to be aware of • DET’s Strategic Plan 2008 – 2010 • Leadership Capability Framework https://www.det.nsw.edu.au/proflearn/areas/sld/frameworks/slcf.htm • Other Leadership Documents https://www.det.nsw.edu.au/proflearn/areas/sld/frameworks/index.htm • Any relevant curriculum documents (BoS) • Professional Learning and Leadership Development https://www.det.nsw.edu.au/proflearn/areas/nt/resources/bm01.htm • Quality Teaching in NSW Schools (Productive Pedagogies) https://www.det.nsw.edu.au/proflearn/areas/qt/qt.htm • School Strategic Plan (of the school you’re applying to) • Professional Standards https://www.det.nsw.edu.au/proflearn/areas/plp/standards.htm

12. Section 2 Preparing your materials Resume/CV Selection Criteria

13. You will need to submit Resume. Suggested Maximum 2 pages Click here • The 6 Selection Criteria • No official word limit but avoid going over 1 page for any one criteria!

14. Preparing your CV (Résumé) • This is the first document the panel sees. It should be GOOD Check out details at https://www.det.nsw.edu.au/jobs/Enquiry • Design it yourself (no more than 2 pages) • Begin with most recent, work backwards and under your most recent positions, mention any specific achievements or involvements • Include relevant professional development, extracurricular involvements • Avoid “role statement” style. Emphasise the value-addeds, your leadership roles

15. You’re looking for a new SAM.Who would you choose? Applicant 1 Applicant 2 Acting SAM (2005, 2007). Played key role in rollout of financial modules Reviewed job description for teacher aides leading to more efficient work practices Occupational Health and Safety Coordinator – initiated new procedures schoolwide. Sexual Harassment Review Officer Organised several training days for administrative staff Manage typing/processing of student assessment materials, exams etc. Process student absentees, filing of rolls and management of student database. Receptionist – greet visitors, answer telephone. Supervise ill students – am a trained First Aid Officer. In charge of accounts receivable and payable

16. The Verdict….. I believe Applicant 1 presents a much stronger resume for the position of School Administrative Manager. Note how she has listed her achievements which are relevant to the new role. She has not bothered to list basic skills that anyone would expect of a SAO, but rather, focused on the skills and experiences she has already had that she can bring to the new position. Applicant 2 is merely listing those things that she has done in her SAO role – so, it’s like a role statement or job description. It tells the reader nothing of what she is capable of doing in the new role. This resume would be fine for someone applying for an SAO position, but not so for SAM.

17. Section 3 The Criteria

18. Use a wide left margin Use 10-12 pt font (Times Roman, Ariel, Garamond) Use minimal boldfacing Use broad “motherhood” statements except in referring to beliefs inpotential statement at end Overuse bullet points (max 8-10 at any one time) Write in the 3rd person – use “I” Write in passive voice. Use active voice, begin each point with a strong verb Use nebulous outcomes – be specific and quantitative Your written application DODON’T Present 2-3 CAR stories in each SC – emphasise actions and outcomes Conclude each SC with a potential statement in very specific terms. You can integrate some beliefs or personal philosophy here. Example

19. Be succinct, precise. Open with action verbs Remember the panel is keen to read about what you have done and can do Focus on your more recent achievements Try to talk about everything you’ve done. Include complex diagrams or graphs Use “we” too much – the panel is more interested in “I” !! Your written applicationDODON’T

20. Developing a CAR story • Context • Brief description of how you came to be performing in the role + Brief outline of your goals (2-3 sentences) • Actions • The bulk of the story. Use dot points. • Must really talk up how you did things here! • Results. • 3-4 quantitative, specific results. Cite sources of evidence

21. Suggested structure for each SC • BELIEF statement – very brief. About 1 paragraph & should link to the CAR story to come. • CAR Story • Context (Situation & Task) • Actions • Results 3. Potential statement • Should identify a key challenge in new job, briefly describing how you will address it. Must be SPECIFIC. • May begin with a “belief” statement indicating what philosophy is driving your proposed actions in the new job

22. The all-important Potential Statement Applicant 1 Applicant 2 My documented skills of building partnerships with my community show a clear commitment to achieving this major goal of DET. As School Administrative Manager of Limbo High School, I will put these skills to good effect in an effort to involve greater numbers of administrative staff more effectively in school planning and decision making. According to the Limbo HS Plan and DET goals, increased staff involvement in school planning is a major agenda. As School Administrative Manager, my plan to achieve this could beginwith listening, observing and informal discussions, then later followed by focus-group sessions designed to involve staff in developing our goals for the next three years.

23. The Verdict….. I believe Applicant 2 gives a stronger window for what they might be capable of doing in the new job. Remember….this has to be a description of something specific that you can bring to the new job. The panel is hoping to see a reason why YOU are the person for the job! This is the place to show them – ideally by giving some specific strategies and ideas. Applicant 1 is merely repeating generalities – and is giving more of a self-relective statement rather than a forward-looking statement. There is nothing specific in here, and therefore nothing to excite the panel that they didn’t already know! Note also – using words like “could” retain the sense of flexibility and preparedness to change if things don’t work out!

24. The Word Limit • No official limit, but stick to 2 pages per criteria (maximum) • SC1, SC3 are most important, therefore may have a few more words than others • Plan for: • SC 1& 3 – 20% each • SC 4 to 7 – 15% each

25. Developing each Criteria • Do a rough outline of CAR story in raw format (DRAFT 1) • Audit this to ensure it flows well, checking spelling, grammar etc. Run a word count, make adjustments and get someone else to read it (DRAFT 2) • Audit again to ensure nothing is left out. Make final adjustments (3RD & FINAL DRAFT) • Write BELIEF STATEMENT, linking this to the story • Write POTENTIAL STATEMENT • Remember to make sure you emphasise a SPECIFIC CHALLENGE IN NEW ROLE!

26. Section 4 The Interview

28. Well before the day • Prepare at least6 CAR stories – your best across a range of areas • Summarise these on cards • Practise telling them – aim at 5 mins each. Get a colleague to assist (preferably someone senior) • Identify some key issues the school faces • Read your written application several times • Revise the DET goals, school plan etc as they apply to your new role

29. These will give you the edge 1. Prepare something great to leave with them • an innovative program you’ve created • an action plan for your first 2 weeks on the job 2. Prepare some reasons why they should choose you above all others • what makes YOU the ideal person? Pick a couple of major achievements that link to a possible need or challenge for the new job

30. Just before the day (when they call you) • Learn the panellists’ names & positions • Visit the site – check parking, traffic etc • Read key documents again • Prepare any additional items required (e.g. presentations, materials) • Check wardrobe, grooming, car arrangements etc

31. When they call you. Ask…. • What format will the interview take? • Traditional question/answer type? • Wordprocessing test? Finance test? • In-tray activities? • Presentation? Work samples? • If question/answer format, negotiate who keeps time, and time for each question • Room layout. Coffee table? Upright table? • Names & positions of panellists • Are questions given in advance? (yes!)

32. During the interview Ensure you answer all questions with examples, preferably in CAR format. • Remember that if a question is couched in futuristic language, “How would you….” this is asking you to tell how you have done something! Begin by telling a story then project into the role • Vary your eye contact. Don’t look only at the question-asker • Be passionate!!!!!

33. Two styles of question “Tell us about a major leadership initiative you’ve undertaken and outline how it has improved your workplace “What do you see as a major agenda of DET, and discuss its implications for you in your new Business Services Manager’s role”   FUTURE TENSE….. An “unfriendly” question – couched in future hypothetical language. Make sure you beginyour answer by telling a story (this provides evidence), then answer the question. PAST TENSE….. A “friendly” question – a direct invitation to tell a story.

34. Try to use panellists’ names if possible Feel free to seek clarification if unsure Project into the new role – talk up your skills, potential and why youshould be it!! Smile. Use humour (if at all possible!) Take your time. Don’t rush Know when to stop talking (there’ll be a time limit – ensure you stick to it!!) Ignore panellists’ lack of body language and failure to acknowledge a brilliant response! During the interview

35. Things to watch for • Diction. Be careful with pronunciation, dropping “g”s, “somethink” etc • Body language – be an active listener and speaker. Show animation and enthusiasm • Appearance. Dress formally. • Nerves. Research has shown that attacks of nerves are inversely proportional to how well prepared you are • Anything that could be construed as casting aspersions on incumbents/predecessors etc. especially when illustrating existing situations • Over-relaxing in a coffee table situation