Job Search Handbook for Teachers

Page | 1 Table of Contents

Center for Career Development ...... 3 Career Changer Example ...... 18 Our Location ...... 3 Professional Correspondence ...... 19 Career Counseling Services ...... 3 Types of Professional Correspondence ...... 19 Workshops & Events ...... 4 The Cover Letter ...... 20 Alumni Resources ...... 4 Cover Letter Template ...... 21 Identifying Opportunities & Researching Recent Graduate Cover Letter ...... 22 Employers ...... 4 Career Changer Cover Letter ...... 23 Job Search Methods ...... 6 Cover Letter Guidelines for Educational Networking & Personal Branding ...... 7 Leadership Students ...... 24 What Is Networking? ...... 7 Thank-You Letters ...... 25 In-Person Networking ...... 7 Reference List Sample ...... 25 Maintaining Your Networks ...... 7 Interviewing ...... 26 Career Fairs and Targeted Events ...... 8 What is an Interview? ...... 26 Resumes & CVs ...... 10 Interview Preparation ...... 26 Resume Overview ...... 10 Tips for Interviewing Success ...... 27 Resume Format ...... 10 Common Interview Questions ...... 28 Build Your Bullet Points ...... 11 Behavioral Questions ...... 30 Action Verbs ...... 11 The Demonstration Lesson in the Classroom ...... 31 Buzz Words ...... 13 Questions for the Interviewer ...... 31 Target Your Resume to the Job ...... 13 Interview Reminders...... 31 Undergraduate Example ...... 14 Before the Interview ...... 32 MPS Example ...... 15 Day of the Interview ...... 33 Dual Degree Example ...... 16 Following the Interview ...... 33 Jump Start Example ...... 17 Helpful Websites ...... 35

Page | 2 Center for Career Development The Center for Career Development (CCD) assists students in identifying their interests and values, strengthening their technical and transferable skills, and continuing to explore different opportunities to achieve personal and professional goals.

We work with students and alumni in every step of the career development process- from choosing a major to pursuing graduate school to a transition into a new career. Our services include self-assessment, individualized career counseling, resume and cover letter critique, career development workshops, panels and speakers, networking with alumni, information sessions, on-campus recruiting and employer database, graduate school advising, and practice interviews.

This Career Guidebook, along with our friendly, professional staff and a complete lineup of both personal and web-based services and resources, will help you prepare for a great future and a meaningful career Our Location Center for Career Development Office Hours Contact Us 2900 Purchase Street 9 a.m. – 5 p.m., evenings by 914-323-5484 Spellman Hall G-19 appointment careers@mville.edu Purchase, NY 10577

Career Counseling Services The Center for Career Development (CCD) assists students in identifying, clarifying, and achieving their career goals. We offer the following programs and services for students:

Drop-In Sessions Students can meet with any career counselor or peer career advisor during Drop-In Sessions. Drop-In Sessions are 10-15 minute meetings available on a first-come, first-served basis. No appointment is necessary. Drop-In Session Hours are: Drop-In Sessions Day Monday, Wednesday, Tuesday & Thursday Friday Time 11:00am-12:00pm 10:00am-11:00am

Individual Appointments Individual career counseling can be conducted via phone or in-person. Counselors can assist you with career assessment results, researching internships and job and graduate school opportunities, developing resumes, cover letters, personal statements, and online profiles, and preparing for interviews and salary negotiations. Appointment times range from 30 to 60 minutes in length.

Career Assessments Learn more about your personal preferences, skills, and career interests through the MyPlan.com, a career planning resource to help you explore options and bring clarity and insight into figuring out what’s right for you to assist you in making well-informed decisions about your education and career goals.

To complete the free assessments, you will need to use the Access Code given to you by your Career Counselor to create an account and begin the assessment tests. These assessments will empower you to learn more about your personality, interests, skills, and values. When creating your account, please select “Share Results with Career

Advisor” to allow us to access your results and further assist you in the career exploration process.

Page | 3 Workshops & Events Specialized workshops are offered each semester with topics including career options, skills assessment, networking, curriculum vitae, resume writing, interviewing, and job search strategies for both academic and non- academic positions. Check out the Career Development Calendar for the latest events.

Career Fairs Starting fall 2019, there are three career fairs/expos throughout the year. Employers look for enthusiastic and engaging students from ALL majors, so be sure to review the firms ahead of time, bring your best questions to ask employers, and dress professionally. Information Sessions Employer presentations give students a chance to learn more about companies and career fields. These informal forums provide an overview of entry-level positions, career paths, training programs, and other company information. Schedules and sign-up information can be accessed by going to “Events” on Handshake.

Workshops Students can attend a variety of workshops to help you build vital career development skills. Topics include Resume and Cover Letter Review, Career Fair Readiness, Student Employment, All things Internships, Job Search, Networking, and more!

Resume Labs Career counselors host interactive resume workshops in computer labs where students will receive help in creating, tailoring, updating, or revamping their resume. Alumni Resources Whether you are beginning your career journey, looking for new opportunities, or making a mid-career change, the Center for Career Development offers career resources as well as education and networking opportunities to help them achieve individual career goals at any point in their career. Identifying Opportunities & Researching Employers Successful candidates often discover their internships, fellowships, or entry-level jobs through a variety of sources. Please keep in mind that not all industries hire new employees in the same manner. Some recruit on college campuses, others hire former interns or promote support staff, and some post ads for the occasional opening. By starting early and using a range of search resources, you will give yourself an excellent chance of finding jobs and internships that are most compatible with your interests and career goals.

Do your research early! Whether you are beginning your career journey, looking for new opportunities, or making a mid-career change, it is important to note that different types of schools (Independent, Charter, District) may differ in hiring seasons driven by specific needs. Inquire early with employers of interest so you can plan in advance. Attending a career fair can you time to connect and ask questions such as, when the school year starts, when hiring commences, interview activity peaks, and hiring deadlines. Ultimately, hiring deadlines are set by specifics schools that you want to join, so do the appropriate research.

It is wise to explore job and internship listings as early as your first year at Manhattanville College. There are many on- and off-campus opportunities to gain resume-building experience during the academic year or summer that will help you test your career preferences and make you a strong candidate for employment, including:

- Internships or jobs (on/off campus) - Academic or non-academic research positions - Volunteer work - Active involvement in student leadership, student clubs, or professional associations

Whether you are in your first year at Manhattanville College or a graduating master’s student or an experienced alum, the best time to search is right now.

Page | 4 On-Campus Recruiting On-Campus Recruiting provides employers with the opportunity to host information sessions and conduct interviews on campus. Students receive direct access to some of the most competitive companies and opportunities in the job market today.

It is important to keep in mind that OCR is just one resource to use in your career search. While OCR is fairly straightforward and process-driven, it requires attention to employer-specified deadlines and often demanding interview schedules.

Employer Information Sessions: Employer Information Sessions are hosted on campus by companies to give students an understanding of the goals and mission of the organization. They provide insight into the entry-level and internship opportunities available to Manhattanville College students. Students attending these sessions should be professionally dressed, prepared to network, and have a few copies of their resume in case a company representative is collecting them. Students can find the calendar of information sessions on the Center for Career Development home page and Handshake.

Networking Networking is one of the most important job search strategies throughout your career. Over 70% of all jobs are filled through networking, making this one of the most effective strategies. Take advantage of all opportunities to meet professionals in your chosen field, including career fairs, alumni events, internships, student teaching, and personal contacts. Conduct informational interviews and learn all that you can about the school and position. Your network will keep you apprised of advances and opportunities in the field and may help you land the job of your dreams.

Research Companies with Online Websites Get a glimpse into potential employers with this tool from Glassdoor, which provides access to company reviews, likely interview questions, job listings, and salary information for thousands of organizations worldwide.

If you are interviewing with a startup, check out its profile on Crunchbase.

LinkedIn is a good tool for learning about what kind of news schools and companies of interest communicate and want you to know. Check the company page on LinkedIn and see what kind of updates are featured. Be sure also to check out the profiles of the people you’ll be interviewing with.

Also, don't forget to visit Handshake, where you can find job and internship opportunities available only to Manhattanville College students and alumni.

Job Postings and Advertisements Companies post openings in a variety of ways. Internal postings may reach you through your network, but you will have to look a little harder for the external postings. While classified ads may be a long shot for many new grads, it is generally worth responding to interesting positions. Be sure to include a cover letter that is strong to help your résumé stand out from the rest of the applicants. Check the job listings online on Handshake.

Page | 5 Job Search Methods This section will give some possible strategies and methods you may want to use during your job search.

Strategies Pros Cons Tips Plan ahead and research Opportunity to meet with several companies attending Not all fields and areas of study recruiters in person and one Career Fairs are equally represented Gather business cards and location make notes on the back

Attend Manhattanville College’s Can be difficult to navigate career fairs and local career Provides face-to-face contact Follow up with a thank fairs to identify new and delivery of application Students with very specific you note opportunities. materials career goals may benefit from seeking industry-specific fairs Follow up to learn about Build networking contacts opportunities in your area of interest Recruiters have a vested interest Check postings each week bring On-Campus Interviews extra copies of your resume in hiring graduates

Not all industries use on-campus Recruiters come to campus and Be just as prepared as you would interview students on-site for first- Opportunity to interview with interviewing as a recruitment many companies without having be for an on-site interview round interviews for summer strategy internships and opportunities. to spend a lot on travel time and Always follow up with a thank- money you note Handshake 24/7 access to positions posted Search can be time-consuming as Update your personal and by employers who are vested in you need to check back often if academic information, upload a recruiting at Manhattan College you don’t set up search agents Check job postings regularly as resume, search for jobs and Ability to upload resumes, cover Some employers open positions they come in on a daily/weekly internships, sign up for a career basis counseling appointment, find letters and other documents for to all majors, which can make it details on information sessions, direct application to difficult to search for something workshops, and more. organizations very specific It takes time and effort to build Join student organizations your network One of the top job search relevant to your interests Networking strategies is to identify potential Requires skill in organizing Subscribe to relevant networking Talk to everyone you know to job opportunities and learn more contacts and following through on develop a possible list of groups on LinkedIn about a position, company, or recommendations received contacts. industry Follow us on Social Media A lead-in itself won’t get you a @MvileCCD job Allows you to be more proactive Online job Websites and take charge of your search, Takes investment of time to Be strategic about what sites you Scan job openings on job search instead of waiting for companies research and tailor your utilize. Narrow your search and employer websites- to post positions resume/cover letter to the criteria electronic submission of all organization and the position application material that is Many employers use multiple Use frequently as information tailored to specific positions methods for posting positions as May not receive a response and sites change quickly well as job-listing services Professional Associations A source of networking Ask faculty to suggest information and career Entry-level positions may be Research professional professional associations to opportunities limited associations related to your research career interests, as most provide Build contacts with individuals May need to belong to an Use CCD’s industry resources to a “career opportunities” section who share the interests of your association to access job postings identify top associations on their website. profession Recruiters use these sites, and you Check for new handles in the LinkedIn & Twitter can follow them field Can be too casual Target savvy social media job Up-to-the-minute postings Keep separate personal and hunters; offers a new way to find Limited to 144 characters professional accounts opportunities and network Stay on top of information about the company #BeProfessional Employment Agencies Research each agency before Respond to employment Helpful in identifying local May have fees associated with signing any contract agency ads or contact those businesses and employment the employment services agencies that place applicants on opportunities Talk to others who have used temporary to permanent employment agencies assignments

Page | 6 Networking & Personal Branding What Is Networking? Whether you are looking for your first job or internships, or you have been a working professional for decades, networking is an invaluable tool for finding job leads and securing interviews.

Networking is essentially talking to people you know about potential business opportunities. It is letting people know that you’re in the job market, describing your interests and the kind of work you prefer, and asking for advice and assistance in achieving your career goals. Remember that networking works both ways, so always be willing to help others, too.

There are many sources you can use to establish networking relationships:  Friends and family  School Associates  Former Colleagues and Employers  Neighbors  Alumni Association  Professional Associations

It is important to remember that networking is not asking for a job, cold calling someone you don’t know, delivering a salesperson’s pitch or kissing up. In-Person Networking In-person networking can be very effective, and there are many opportunities to meet new people who can become a part of your professional network.

Join a Professional Association: Most industries have a professional association comprised of people who work in that field. They perform a variety of functions, including networking, an exchange of information, professional development, sponsoring continuing education workshops, meetings, and conferences, promoting the profession, providing professional certification and more. There is typically a membership fee to join, but most offer a discounted rate for students.

Professional associations typically host networking events throughout the year, as well as lectures and other professional development events. Dress professionally; meet as many people as you can, and follow up. Sometimes you can offer to help out at a conference and attend for free. Visit CareerOneStop.org for more information about finding professional associations.

Volunteer: Volunteering is a great way to meet new people and expand your network. While volunteer work may not necessarily be related to your profession, you will have the opportunity to meet others and establish new relationships.

Have a Mentor: Finding a mentor is a great way to be introduced to others in your field. As a student, your mentor can give you insight into the field and perhaps have you meet with their colleagues. Maintaining Your Networks The world revolves around relationships. Everyone you know, and everyone you meet is a contact and a potential source of career advice and referrals to other individuals. Networking is a skill that will not only be critical to your job search but will prove valuable for the rest of your career. Below are some ways to develop and maintain your relationship and build a strong foundation for your network are:

It’s All About Who You Know: Make a list of who you know. Include the names of roommates, friends, friends of friends, parents, and relatives, classmates, teaching assistants, and professors. Add bosses and co-workers (past and present) and people you’ve met at the health club while traveling, or doing volunteer work. You can also expand your list with people from social, political and religious organizations.

Get To Know Each Other: Try to have fun with your networking activities and don’t discuss work all of the time. Get to know what your professional acquaintances like to do in their spare time. Do they have a special interest? Do they volunteer for a cause? Ask questions, listen carefully, and become well versed in their areas of interest and expertise.

It’s The Little Things That Count: Send contacts copies of newsletters, newspaper and magazine articles, reports, and program materials that you think will interest them. Include a short, handwritten note than can be as simple as “FYI.” If the article relates to your Page | 7 mutual career interests, this will raise your professional credibility because it shows that you keep abreast of industry happenings.

Creativity Is Key: Think of creative ways to keep in touch. Send cards at holiday time. Extend an invitation to lunch for no particular reason. Send a congratulatory note to someone who has recently received a promotion or an advanced degree.

Mind Your Manners: Don’t overlook the common courtesies. Thank everyone who helps you or provides you with ideas or leads. It’s wise to thank people for leads even if their suggestions don’t pan out. Your contacts will appreciate the follow-up. Career Fairs and Targeted Events During the year, the Center for Career Development organizes programs that enable you to meet professionals and alumni in an environment where networking will be encouraged. If you are looking for career ideas or actively pursuing a full-time job, it is definitely worth your while to attend the Career Center’s fairs and targeted events. **An Education Career Fair is held on campus every spring semester**

The Networking Workshop is offered solely for this purpose of building and targeting your networking strategies. The information sessions offered by employers throughout the year are excellent ways to meet professionals that you can follow up with for one-on-one meetings. Stay tuned to our announcements on the Career Development Calendar for these events to practice your networking skills.

Why go to a Career Fairs and Events? Attending a career fair can be an effective tool in your job search if you are prepared. To assist you, the Center for Career Development hosts many career fair preparation workshops and offers online career fair preparation assistance. Topics covered in the workshops are what to expect, what questions to ask recruiters, what you might be asked, and more.

Prepare for the Fair  Find out which companies are attending with the roles for which they will be recruiting.  Make a list and research the companies in which you are interested so you can tailor your professional pitch to them. Your level of research should be the same as if you were going to interview with them. o Prepare questions to ask the recruiter based on your research o Visit the company’s homepage and research the following: mission, history, products/services, company culture, and current opportunities

Know Your Stuff  Review the floor plan and familiarize yourself with the layout found on the events page on Handshake  Print multiple copies on professional resume paper  Consider your interaction at the career fair as the first round of a job interview; draft your personal pitch and review it with your counselor Get Focused  Prepare several targeted resumes. Cover the basics like work experience, internships, skills and accomplishments, educational credentials, extracurricular activities, volunteer work, awards, and honors. Remember to keep track and write notes of which resume you give to each employer  Dress to impress! See for more Before the Interview for attire details.  Get the contact information for recruiters and alumni that you would like to follow up with after the Fair. Remember, they will pay attention to the students who thank them and demonstrate interest after the event.  If there is a line, pick up brochures and network with other companies. You can always return later.

How to meet Employers Your goal is to demonstrate your interest in the company and share your educational background as well as personal skills and strengths, which would make them interested in hiring you.  Speak with a warm, confident tone in a clear voice.  Keep your body language open and welcoming.  Demonstrate that you’ve researched the company by including elements of their mission statement, history and/or company culture

Page | 8  Shake hands, make eye contact and smile with employers  Ask ice breaker questions  Get recruiter’s contact information to follow up and send a thank you

Personal Pitch Developing a pitch is a great starting point for beginning a conversation with employers at job fairs. It should be about 30-seconds in length and should highlight who you are and what you have accomplished in your career.

It helps break the ice with an employer, and it gives the employer a quick and clear understanding of your general background. We recommend you make your pitch very conversational and informal but at the same time strong enough to get across your major points

After the Career Fair  Send thank you emails or letters after the career fair  Don’t send a standard thank you to everyone. Include your interest in each particular firm and remind them of the details you discussed in the conversation  For sample thank-you letters and emails

Page | 9 Resumes & CVs Resume Overview A resume is a way of showcasing your experiences, education, and skills. It is a marketing tool that plays a crucial part in getting noticed by an employer and secures future interviews. If you were to Google the word ‘resume’ you would be given millions of websites from how to write resume, tips on building a resume or even people willing to make one for you for a monetary fee (word to the wise, don’t pay a stranger to write your resume. It never turns out well, and recruiters will notice it immediately).

Writing a quality resume begins with a targeted one-page summary of your skills and experiences that convinces the employer you would be successful in that position. It should be honest, positive, concise, and easy to read.

Resumes answer the employer’s question, “What can this candidate do for my organization?” Consider the following: . What are your marketable skills? . What special qualities do you have that set you apart from others? . What is your goal(s), and how have you achieved it so far? . What are some tasks and projects you have been involved with? . How are you involved in school? In your community? . When have you demonstrated leadership skills and exhibited good team player skills? . How would others describe you in school? At work? At home? . Why do you want to work for this company? In this industry? Resume Format Categories Basics to Include More to Include/Tips  Name  URL to your professional social media Contact  Address  Be sure to use appropriate email (name, Information  Phone Number(s) initials)  Email Address  Institution  Academic Awards related to Education  Location (city, state)  GPA (if over 3.0 for undergraduate) Education  Degree, major  Specialized training/  Month & year (or expected year) of workshops/instruction in your field graduation  Include state, title, and date of Area of  Other certifications: CPR, Lifeguard, First certification or expected/pending Certification Aid, etc. certification  Name of company/organization  Focuses on relevant teaching experience Related  Location (city, state)  In reverse chronological order Experience  Position title  Emphasize results/accomplishments  Month & year range  Quantify when you can. Show results!  Mention any special activities Student  Include pertinent details of successful units (extracurricular, parent conferences, Teaching or lessons, focus on your accomplishments teacher workshops, etc.)  Discuss your ability to work with Other Teaching  Assistant teacher or teacher’s aide colleagues and build rapport with Experiences Tutor  teachers and students. Other Experience  Childcare, camp counselor, school  Focus on transferable skills and how they with children volunteer relate to teaching. or schools  Explain and go into more detail about  Study Abroad, teaching students from Multicultural how your experience has increased your diverse cultural backgrounds, Experience ability to be more aware off different working/teaching/volunteering abroad diverse cultural backgrounds. Other  Include employment history in non-related  Be sure to highlight teaching-related Experience fields: accomplishments (trained, managed,

Page | 10 supervised, presented, collaborated, coordinated, etc.)  Lists relevant qualifications and concrete Skills &  Skills may be broken down in separate technical and language skills applicable Interests/ Core categories or subcategories (example: to the established set of early care and Competencies Computer skills) education standards/best practices

Other possible categories if applicable:  Profile/Summary: Brief statement introducing your set of relevant skills and qualifications  Languages: Fluency, proficiency, or basic knowledge of languages other than English  Leadership Activities; Honors  Professional Development Memberships in related professional organizations and honor societies  Interests/Hobbies (Optional): Adds a personal dimension to the resume that can’t be expressed in another section. Build Your Bullet Points Bullet points describe your experiences to the questions from the Resume Overview section. Answers to these questions and examples of each bullet point can be broken down into three categories: 1. What did you do? SITUATION  Examples can include work experience, internships, volunteering, clubs/organizations, research projects, sports, etc. 2. How did you do it? ACTION  The steps you took or the techniques you used to achieve the end result. 3. What was the result? ACHIEVEMENT  Show measurable results whenever possible. Quantify your achievements- numbers stand out in resumes and speak in volumes to employers in hiring. It can be easy to state what you did in a particular job, but the more important part is telling the reader how good you are at what you did. Your descriptions should be stated in terms of what value you were able to add in a tangible and quantifiable manner.

Your goal is to write accomplishment statements that always start with a unique action verb and are direct in explaining what steps you took or the techniques you used to achieve the result.

Action Verbs Teaching Management Communication Research Technical Adapted Achieved Advertised Clarified Analyzed Advised Administered Addressed Collected Applied Analyzed Advanced Arranged Compared Assembled Clarified Analyzed Authored Conceived Built Coached Assigned Communicated Critiqued Calculated Communicated Attained Clarified Detected Coded Conducted Chaired Collaborated Diagnosed Computed Coordinated Completed Composed Disproved Configured Cultivated Contracted Contacted Evaluated Constructed Defined Consolidated Corresponded Examined Converted Demystified Coordinated Defined Explored Designed Developed Delegated Demonstrated Extracted Determined Educated Developed Developed Gathered Devised Enabled Directed Directed Identified Engineered Encouraged Drafted Discussed Inspected Fabricated Enriched Encouraged Drafted Interpreted Installed Evaluated Executed Edited Interviewed Inspected Explained Implemented Enlisted Investigated Maintained Facilitated Improved Formulated Observed Operated Guided Incorporated Influenced Organized Overhauled Incorporated Increased Informed Reported Programmed

Page | 11 Informed Inspired Interpreted Researched Regulated Initiated Launched Lectured Reviewed Remodeled Instructed Led Mediated Searched Restored Involved Managed Moderated Studied Repaired Lectured Motivated Motivated Summarized Retrieved Led Organized Negotiated Surveyed Solved Mentored Outlined Notified Systematized Standardized Observed Oversaw Persuaded Wrote Trained Participated Planned Promoted Upgraded Persuaded Prioritized Publicized Utilized Planned Produced Reconciled Recommended Recruited Revamped Reported Reviewed Researched Scheduled Renegotiated Streamlined Spoke Strengthened Translated Supervised Wrote

Financial Creative Helping Administrative Additional Words Adjusted Acted Advised Altered Accomplished Administered Applied Aided Assembled Advanced Allocated Authored Assessed Approved Contributed Analyzed Composed Assisted Arranged Expanded Appraised Conceived Clarified Cataloged Pioneered Audited Conceptualized Coached Categorized Resolved Balanced Created Coordinated Classified Restored Budgeted Customized Contributed Collected Selected Calculated Designed Counseled Compiled Spearheaded Compared Developed Dealt Distributed Transformed Computed Directed Demonstrated Edited Estimated Established Diagnosed Estimated Forecast Fashioned Educated Executed Managed Formed Encouraged Gathered Marketed Founded Enlisted Generated Netted Generated Expedited Implemented Planned Illustrated Facilitated Inspected Projected Initiated Familiarized Maintained Reconciled Instituted Guided Monitored Reduced Integrated Helped Operated Reevaluated Introduced Inspired Organized Researched Invented Maintained Prepared Sold Loaded Modified Processed Molded Motivated Proofread Originated Nurtured Published Perceived Performed Purchased Performed Referred Recorded Planned Rehabilitated Reduced Presented Represented Retrieved Produced Supported Screened Refined Upheld Specified Page | 12 Revitalized Streamlined Rewrote Systematized Shaped Tabulated Updated Validated

Buzz Words Buzz words in the teaching industry are keywords or concepts that are relevant and widely-used within the field. These words can be highly effective when incorporated well on a resume and can help you to be advantageously differentiated from other applicants. Use these terms to describe what tasks you have performed in various education roles and qualify them by including outcomes/accomplishments of these tasks as well. Below is a list of potential buzz words to include on a resume.

. Multi-cultural instruction . Manipulative . Co-teaching . Student centers . Thematic unit . Peer teaching . Critical thinking . Balanced Literacy . Literacy (Literature) circles . Response to Intervention (RtI) . Guided reading . Developmentally appropriate practice (Pre-K) . Differentiated instruction . Cooperative Learning . Modified instruction . Data-driven instruction . English as a New Language . IEP (Individual Education Plan) . Interactive exercises . Interdisciplinary learning . Common Core Standards

Target Your Resume to the Job There is no ‘one size fits all’ when it comes to resumes. A resume is often the first impression you make on a potential employer, so you want to stand out from the other resumes. This chapter has all been about how you can answer the employer’s question, “What can this candidate do for my organization?” You want to answer the question by representing the skills you have and how it can address the company’s needs.

Things to remember when writing a targeted resume: . Don’t Assume That the Employer Will “Know What You Mean”: You need to be specific in what you can bring to the employer and showcase how you have used the skill previously. . Be Consistent! : Your resume needs to be easy to read, so the easier you make it for the employer to see how you are the right fit for the job, the better. . Take Ownership of Your Accomplishments: Action verbs demonstrate your achievements, but your resume should be a testament to all that you have done, …and you have always done more than you think! . Let a Job Position Be Your Guide: Read the skills and qualifications listed in a job posting and underline the words that match your experience. Read the job responsibilities and circle the words that match your experience. Review the matches and ask when you have faced a similar task and how you applied these skills then put those examples on your resume.

By tailoring your resume for each company you are applying to, you give them no doubt that you are the best person for the job.

A great resume takes time, and the Center for Career Development is available to help you at every step along the way!

Page | 13 Undergraduate Example

Page | 14 MPS Example

Page | 15 Dual Degree Example

Page | 16 Jump Start Example

Page | 17 Career Changer Example

Page | 18 Professional Correspondence Types of Professional Correspondence The ability to communicate professionally is an essential part of the job search process. All emails, letters, phone calls, and thank you notes are a reflection of you. To leave the impression you want, you must make sure you take the time and effort to present yourself properly.

Common forms of correspondence are:

Phone Call When is it Appropriate?  After you have made initial contact with the company or person.  If you were asked to call them specifically. Note: Unsolicited phone calls can turn off an employer, so use your phone wisely! What Should I Remember?  Outline what you want to say during the conversation to ensure that you stay on topic and demonstrate your preparedness.  After you introduce yourself ask if it is a good time to speak. Employers are busy, and you want them to know that you acknowledge that their time is important. If it is not a good time, ask when a good time would be to call back.  Be friendly and professional. You do not want to sound demanding or indifferent to the employer. Inquiry Email When is it Appropriate?  You can reach out to an employer to ask for most information about possible job openings or departments within the company.  A chance to apply for a position directly if requested by the employer. What Should I Remember?  Formatting should be similar to a cover letter, but the introduction should focus on your interest in the company and not a specific position (unless requested by the employer).  Attach your resume as a PDF to avoid any formatting issues that can occur based on versions of Microsoft Word documents. Cover Letter When is it Appropriate?  A cover letter allows you to elaborate on your interest in the position, your desire to work for this specific company and showcase how you are a great fit for the job.  Your cover letter should not be viewed as a supplement to your resume but a chance for you to go into further detail about why you are the best person for the job through experiences/skills that may not be written on your resume. What Should I Remember?  See The Cover Letter for full details. Reference List When is it Appropriate?  Only provide this list when specifically asked by the employer.  Bring a hard copy to your interview in case the employer does ask for it. What Should I Remember?  See Reference List Sample for full details Thank You Letter When is it Appropriate?  Thank you letters should be submitted after: o Every job interview (this includes in-person interviews and phone interviews). o Every informational interview or networking meeting. o Someone has helped you with your job search process (e.g., referred your resume to someone else, offered you contact information, etc.). What Should I Remember?  See-

Page | 19  Thank-You Letters for full details The Cover Letter When seeing the words ‘cover letter’ for the first time, you are probably faced with one of these two questions of 1) What is a Cover Letter? And 2) Do I have to write one? Not to worry, this section will not only explain what a cover letter is but also the importance of why you should write one.

What is a Cover Letter? A cover letter is an accompanying formal business letter that is sent with another document, i.e., a resume, which provides necessary or additional information. It serves as an introduction of you and your experience.

Do I have to write one? Most likely, yes.

A well-written cover letter should accompany every resume being sent to a prospective employer. Think of the cover letter as a promotional advertisement for your candidacy. A cover letter’s goal is to highlight your knowledge, skills, and related experience and establish yourself as a viable candidate. Your cover letter should show how your qualifications meet the needs of the school and its students. This is your opportunity to distinguish yourself from the other candidates (background in the arts, ability to coach, fluency in a language, etc.)

Letters should be addressed to a specific individual, most commonly the Principal of the school you are applying to. Try to find the name and title of the school district contact before writing. Hiring officials are often listed in directories, available by phoning the school district, or by checking online information about the district. Make sure you have the correct spelling of the person’s name. If you cannot obtain a name, address the letter to “Dear Administrator.”

The first tip in writing a cover letter is to review information about the job and the school and attempt to address key points relating specifically to that position, school, and district. Next, consider your qualifications and select those that most closely fit the requirements of the position. What are your strongest selling points? What makes you especially qualified for that position?

We encourage students to look at the cover letter as a marketing tool for their success. The cover letter allows you to point out your achievements, skills, and express your interest. This is your chance to brag about yourself to showcase that you are the best candidate for the position.

The next few sections will breakdown how to not only write a cover letter but how you can create targeted cover letters that relate your skills and experience to a specific position in a specific organization.

Page | 20 Cover Letter Template

Page | 21 Recent Graduate Cover Letter

Page | 22 Career Changer Cover Letter

Page | 23 Cover Letter Guidelines for Educational Leadership Students Your Cover Letter Should:  Be no longer than two pages in length with short, clear paragraphs  Single space within paragraphs; double space between paragraphs  Describe you, not your previous employer  Show that you have done your homework. Tailor your cover letter to the specific needs of the school/district you are applying for.  Be error-free – spelling, punctuation, and grammar must be perfect  Be positive, void of anything negative (districts want positive leadership)  Clearly, describe YOU and give the district the opportunity to assess the match between you and the position  Highlight (but not repeat) information in resume that is relevant to the position and the district’s needs

In drafting the cover letter, you must assess your knowledge, disposition, skill, and match to the position and district. The letter will be the first impression the district has of you and should bring out the highlights of your resume and your knowledge of the district and position. It is an opportunity to explain and expand your resume with a sample of your writing, philosophy, and vision, and to establish how these conform to the needs and expectations of the district/school. The cover letter should contain the following four sections.

Paragraph One  Begin by stating the position for which you are applying  Include that you are aware of the duties and responsibilities of the position  State whether you meet all of the qualifications – if you do not, specify which qualifications you do not meet or indicate when they are met

Paragraph Two  Highlight the knowledge, skill, and experience that you will bring to the district  The intent should be to inform the district about what you can offer them for the future as opposed to what you have accomplished for someone else in the past. Example: state that you bring two years of experience in administering a primary reading program, instead of stating that you ran the Distar Program for the XYZ District  Summarize your resume – might include the highest degree attained, total number of years in education, relevant training or experience, etc.  Can include a further explanation and/or additional information not included in your resume – information about your background, the types of students with whom you have worked, evaluations, successes with particular students, other relevant information.

Paragraph Three – Your Match with the District  Show how your knowledge, skills, and experience meet the current and future needs of the school/district  Become knowledgeable about the history, current issues and future demands of the district  Analyze the needs of the district and position in light of your experience and abilities – this is the opportunity to show that you are the right match

Paragraph Four – Thankful and Bold Conclusion  Offer a thank you for the time and effort the district took to review your application materials  Indicate your interest in an opportunity to meet to discuss your qualifications further

Source: School Leader Internship: Developing, Mentoring and Evaluating Your Leadership Experiences (Martin, Wright, Danzig, Flanary & Brown, 2005)

Page | 24 Thank-You Letters A thank you or follow-up letter may be one of the most important letters you will write during your job search. It is a way of offering your appreciation for being given an interview and, in some cases, accepting or declining an offer.

Your thank-you note should always be sent within 24 hours of your interview. Email is acceptable. Whether you send a handwritten or emailed thank-you note, it should always be formal and professional

Why Should I send a Thank You Letter?  It is a professional courtesy that demonstrates your enthusiasm and appreciation for the opportunity to interview  You are able to reaffirm your interest in the company, employer or industry  Allows you the opportunity to mention something that you may have forgotten during the interview/conversation  Reiterate the skills, strengths, and abilities you can bring to the job

Dear (Interviewer’s Name),

It was a pleasure meeting with you on June 7th to discuss the English teaching position available at Rye High School. I was very impressed with the high quality of instructional goals evident at Rye High and would like the opportunity to join your teaching staff.

My background in writing would be a strong contribution to your school and its goal of having the highest percentage of top graduates in New York State. After having discussed the yearbook production with you, I am excited about the possibility of being an advisor.

I look forward to receiving your call within the next two weeks. If, in the meanwhile, I can provide you with any additional information, please do not hesitate to contact me.

Sincerely,

(Your name)

Reference List Sample A list of references consists of three to five people who will give a potential employer excellent reviews of your past performance. Your reference list is a supplement to your resume, but do not send it with the resume unless requested to do so.

Important to ASK FIRST those individuals you would like to and if they are willing to provide a strong recommendation for you. Every single time you are asked to submit your list of references, make sure to inform those on your list and to provide them with a recent copy of your resume, a position description for the job, and possibly the qualities or experiences you hope they will highlight when speaking about you.

Who Can I Ask To Be A Reference?  Current or former professors  University Administrators  Current or former supervisors from a job or internship  Community members, you worked with through a volunteer experience/extra-curricular activity  Athletic coaches

Page | 25

Interviewing What is an Interview? Interviewing is as much an art as it is a science. Think of an interview as a conversation where you and an employer exchange information. The purpose of an interview is not only to determine if you are right for the job but an opportunity to decide if the job is right for you. Interview Preparation Making a strong, lasting impression while conveying your skills, abilities, and enthusiasm is critical to getting hired. You must be able to effectively communicate your value to the school and its students. Be able to convey your ability and enthusiasm to teach. Preparation is vital to your success. In order to effectively answer questions, you need to do your homework – about yourself and the schools which you are considering. Interviewers seek attributes such as communication skills, leadership abilities, self-management, and personal development skills.

3 Questions to Ask Yourself When Preparing For an Interview: 1. What do I have to offer? (Skills, abilities, knowledge) 2. Who am I? (Know yourself! Personality, character, interests, etc.) 3. Why should I get this job? (Convince the employer of your enthusiasm for the company and that you are a good fit for their culture)

Be able to communicate clearly:  The main reason the employer would want to hire you.  A summary of what you have to offer in the way of experience, credentials, and personality.  Two key accomplishments to support your interest in the position.  An answer to what you think might be the employer’s main objection to you, if any.  Why you want to work for that particular school or district.  The fact that you are student-centered and a child advocate. (adapted from Through the Brick Wall, Wendleton) Page | 26

Research Potential Employers: Learn as much as you can about the districts or schools that you are targeting in your job search.  Go online to www.olasjobs.org and visit the home pages of various districts.  Get information from Chambers of Commerce and local real estate offices.  Read local newspaper articles about school-related issues (budgets, school boards, classroom activities, testing scores, etc.).  Check the district’s “Report Card” online at www.nysed.gov  Talk to teachers and parents you know in the district or school.  Identify college alumni (through alumni databases, LinkedIn, etc.) working in the industry and network with them to learn more about schools and districts they are working within.

For each school that grants you an interview, find out the following information:  Basic demographics of the district: geographic boundaries, number of students enrolled, number of teachers employed, socio-economic level, and ethnicity of students and district at-large.  Statistics concerning pupil achievement in reading and math at grade level… above or below?  Names of key district personnel.  What the work environment is like…professional development opportunities, workshops/support for new teachers.  Instructional programs and learning objectives for students in the district.  Any honors for academic excellence? What extracurricular and sports programs are offered?

Practice stories that demonstrate your abilities in front of the mirror or with a friend. Rehearse answers to anticipated questions. Do your answers sound knowledgeable, direct, and brief? Stop by the CCD for a practice interview to assess your interviewing skills.

Decide ahead of time which weakness you might disclose and how you will explain the ways you are working to, or have overcome it. Remember to always remain in the positive when discussing a weakness.

Tips for Interviewing Success Listen carefully to the question and answer what is asked as precisely as possible. Don’t be afraid to ask them to repeat the question. If you are not sure what the interviewer asked, get clarification. You can ask the interviewer to explain it, “That’s an interesting question, but I want to be sure I understand. Could you please explain it again?”

If the question concerns an area that is not one of your strengths, do not dodge the issue. Your response might indicate that you are aware of the areas in which you want to expand your abilities.

For example, if the interviewer asks you to identify any recent workshop experience and you have none, you might say, “I was not recently in the position to take advantage of any workshops. However, I think workshops are a valuable part of every teacher’s continuing growth. I would be very interested in attending workshops about technology in the classroom or values education. Does the district have some specific workshops which they would like me to attend if I am selected for this position?” Be concise! Direct your answer to the question and make a few powerful points. Try to limit your answers to two minutes. If you start repeating information, that is a signal to you that it’s time to wrap up your response. The length of an answer has no relationship to its quality. Provide specific examples or points to underscore your ideas. You add power to your answer by providing a specific example of how you would apply a principle to a real situation. Do not be afraid to reflect and frame your thinking before answering a complicated question. Take a few moments to organize your thoughts when presented with a complicated question. When appropriate, try to target your answers to what you know about the district and its students. You will have a more successful interview if you match your skills with the particular needs of the school.

Page | 27 This is your chance to spotlight your strengths and overcome the weaker aspects of your candidacy. Here are some ways to turn some potential difficulties into strengths:

Recent college graduate The fact that you have been asked to interview for a position means that the interviewers know you are a new teacher and see your potential. This is an opportunity to highlight your expert training, accomplishments during student teaching, your high energy level, your willingness to contribute to co-curricular activities, and your understanding of youth culture. Additionally, talk about potential ideas you have to encourage learning outcomes, demonstrate that you are prepared to hit the ground running.

Teacher changing schools Use the interview to showcase your proven classroom skills and training. By researching the school beforehand, you can incorporate and adapt your skills and experiences to fit the needs of the school.

Returning to teaching Be prepared to show how experience gained away from the classroom will be an asset to you as a teacher. Raising children, demonstrating responsibility over the years to an employer, leadership positions in the community have prepared you to meet the challenges of teaching. Be sure that your commitment and determination to return to teaching comes through in your responses.

Stay focused on the goal at hand; be sure to focus on transferable skills.

Career changers As with those returning to teaching, you want to emphasize your work and life experiences. The key is to demonstrate how the experience and skills you have developed in another career (training, supervising, managing, implementing procedures, etc.) are transferable to the classroom. The fact that you have left a profession, completed required courses, and are willing to start over in a new career indicates your commitment to teaching.

You also must be prepared to explain why you decided to change careers and become a teacher. The best responses show that you are committed to and passionate about teaching and not running away from an unsuccessful career.

Group/Panel Interviews Be prepared for a panel interview. When you interview for a teaching job, you may be expected to interview with a variety of different constituents. You could interview with a panel, which could include the school principal, administrative staff, other teachers, and parents. Or, the interview could be with a search committee charged with screening applicants prior to a formal interview for the job.

You might also be asked to teach a mini-lesson to a group of students, or teachers pretending to be students, during your interview. Be sure that you know exactly what you need to prepare for each interview. Common Interview Questions  Why did you decide to become a teacher?  What is your teaching philosophy?  What type of classroom management structure would you implement if you were hired?  How have you used, or how will you use technology in the classroom?  What interests you about our district?  How would you deal with a student who is habitually late?  What would you say to an angry parent about their child’s grade?  What would you do if you suspect neglect or abuse in the home of one of your students?  If you noticed a child being bullied in your class, how would you deal with the situation?  How would you engage a reluctant student?  What is your educational background? (Or I see you went to [insert school name here]. What was the most rewarding part of attending that university?)  What do you want to be doing in five years?

Page | 28  List five adjectives that describe yourself.  What is one of your weaknesses, and how are you working to improve it?  What interests do you pursue outside of the classroom?  What activities might you coach or advise as a member of the teaching staff?  When did you decide to become a teacher, and why did you choose this field?  Why do you want to teach at the ____ level?  What personal strengths do you find especially helpful in your teaching?  What is your least favorite aspect of teaching?  What role do standards play in your classroom?  Describe your teaching style.  How do you organize your classroom?  How do you structure your time to manage all of the duties associated with teaching?  What is the greatest success you have had in teaching?  What do you think is the greatest challenge facing students today?  What is the most difficult aspect of teaching today?  What are the qualities of an excellent teacher?  Describe the "worst" lesson you have taught. What did you learn from it?  What is your approach to classroom management?  How do you motivate your students to become active learners in your classroom? (Or: How do you encourage class participation?)  Tell us about a troubling student you have taught and how you helped him or her.  Describe your best professional development experience.  Describe your ideal lesson.  Describe your planning process for a major project or unit.  Explain your experience with [insert teaching strategy here].  What experience have you had with team-teaching? What is your opinion of it?  How have and will you address your students' different learning styles?  How do the assignments you give, offer students the opportunity to express their creativity and individuality?  How do you modify your teaching to reach students who are struggling to perform at grade level?  How do you provide support for students with exceptional ability?  What would you tell your incoming class in a "back-to-school" letter at the start of a new school year?  If most of the students in your class failed an assignment, test, or project, how would you respond?  What would your students say they had learned after spending a year in your class? (Or: What do you want students to remember about your class?)  How would you establish and maintain good communication with the parents of your students?  What steps would you follow to deal with a student who displays consistent behavioral problems in your classroom?  Under what circumstances would you refer a child to the administrator's office?  What could a visitor to your class expect to see?  What do you hope to learn from your mentor?  How would you take advantage of resources within the community to enhance your teaching?  Why should you be hired for this position?  Do you have any questions for us?

Page | 29 Behavioral Questions Begin practicing answering questions by anticipating what questions an interviewer may ask. Always give concise examples when answering questions. Follow a format when answering questions, but try not to sound too mechanical. Incorporate your answers into your conversation with the interviewer.

An effective method to use when answering questions is STAR.

Situation/Task Describe a situation or a task you needed to accomplish.

Action Describe the action you took and the obstacles you overcame.

Results Tell how the situation or task ended – what you accomplished, what you learned, and/or the goal you achieved – give quantitative answers whenever possible.

Below are examples of situations you might be asked to address. Use the STAR method to respond.

1. One of your students becomes disruptive.

2. A student reveals some very personal concerns and then withdraws and says nothing more.

3. One of your students becomes violent.

4. A parent becomes very angry during a parent-teacher conference.

5. One of your students doesn’t respond to your discipline plan.

6. Take a position on Whole Language or Phonics and defend it.

7. You suspect a project turned in by a student was completed by someone else.

8. After you’ve given an assignment, you notice a student quietly crying.

9. Two of your students are fighting.

10. A student refuses to salute the flag or observe certain holidays.

11. You observe a student cheating on a test during class.

12. A student reveals a situation at home that makes you think she may be the victim of some kind of abuse.

13. You disagree with your principal’s method of handling a given situation.

14. One of your students becomes belligerent and defies you.

15. A student brings you some money, says he found it, and then wants to know if he can have it later to keep.

16. You feel your principal is not supporting you in a difficult situation.

17. A student has an accident on the playground; he’s on the ground and unable to move.

Page | 30 The Demonstration Lesson in the Classroom Many school districts will ask you to teach a demonstration lesson as part of the interview process –potentially in a real class with students. Preparation for this instrumental interview activity is essential! Here are some tips you can follow to deliver a demo that will help you to stand out as a star candidate:  Find out how much time you will have, who your audience will be (i.e., what grade level), and what lesson/subject you should be teaching.  If specific details are not provided, have a variety of lessons/activities/topics planned to show your range in delivering them.  Consult with the classroom teacher for additional guidance in carrying out your lesson plan to his/her class. Find out about the student demographics (special needs, etc.), what lessons they are currently learning and what lessons have been taught in the past as part of the curriculum.  Provide interactive activities and keep the class engaged. Try to be creative and teach something new to the class based on their needs.  Bring any and all materials and supplies you will need to deliver the demo.  Be organized in how you carry out the lesson by identifying what you are going to teach and follow through.  Practice, practice, practice! Know your material, exude confidence, and be prepared to deliver. Bring in copies of your lesson plans for observers/evaluators and make sure these plans have been proofread and do not contain ANY typos, grammatical errors, etc.

Questions for the Interviewer Be prepared to ask questions that show your interviewer that you understand fundamental issues relating to teaching. You should have several questions in mind before you arrive for the interview. Some ideas are listed below.

Always research the school’s website before the interview! Do not ask questions whose answers can easily be found on the website.

 What types of school activities promote parent-teacher-student interaction?  What textbooks does the district use in this subject area?  What role do teachers play in curriculum review and change?  What type of professional development activities does your district offer?  What types of programs have teachers attended the last year?  How do your schools utilize teacher aides or parent volunteers?  Does the administration encourage field trips for students?  What technology and resources will be available to me in the classroom? What do you project for technology in the near future for your district? Interview Reminders  The interview begins when you walk into the room. Always present yourself as a mature, dedicated professional.  Become familiar with the various interview types. Be prepared for any format (single interviewer, panel interview) and difficult questions about teaching or your background.  Focus attention on your strengths; always try to illustrate how you can address the needs of the school.  Be prepared to tell anecdotes from your classroom experience.  Answers should not take more than two minutes. Offer examples from your portfolio to support your answers.  Stay cool – even if pressed or if you make a mistake. Interviewers need to know that you can maintain your poise and think clearly during stressful moments.

Page | 31  Always ask your questions to learn more about the school and to impress your prospective employers. Be familiar with the information on the school’s website so that you don’t ask questions whose answers can be found on the site.  Refer to internet sites, “best practices” used by master teachers, research from a college course, journal, or book in your answers.  When the interview concludes, ask what the next step in the hiring process will be. You can also ask when you should expect to hear back. Be sure to thank the interviewer(s), express your interest in the position, and get a business card or the names of each interviewer. Send a thank-you email within 24 hours of the interview. Before the Interview Practicing your interview skills help you in the interview, but there are several things you must do before you get to the interview itself. The night before your interview ensure that you have completed the following:

Know where you are going! Figure out the best way to get to the interview. Are you driving? Are you taking Mass Transit? Walking? - Driving: Before your interview, drive to the interview site. Also, know where to park and if you have to pay for parking. - Mass Transit: Trains and busses can have delays or switch from local to express, so know your options. Use GoogleMaps to help in planning your trip ahead of time. What to Wear What to wear depends somewhat on the industry and company culture. As a general rule, your interview attire should be equivalent to that worn by senior managers.

Make sure that your outfit is ready to step into the day of the interview. You do not want to stress over ironing your clothes, finding a missing belt, or realizing your shows need to be polished right before you walk out the door.

Tips for Men - Suit: Choose a two-piece matching suit. Stick with conservative colors like navy or dark gray. Your suit does not have to be expensive to be the best but make sure it is tailored to you (not fitted or snug). - Shirt: Wear a long-sleeve shirt in white, light blue, or a conservative pattern. - Ties: Choose ties that are solid or have a conservative pattern. No cartoon ties! - Belt and Jewelry: Match your belt to your shoes. Keep any jewelry to a minimum. - Shoes and Socks: Socks should be mid-calf length in a dark color. The shoes can be leather with laces or slip-on business shoes. - Grooming: You should be clean-shaven. If you have facial hair, make sure that it is well-groomed. Clean nails are a must. Use cologne and/or aftershave sparingly. If you are interviewing in a small room, you do not want to overpower your interviewer’s nose! Tips for Women - Suit: Two-piece suits that are tailored to you. Conservative colors like gray, dark grey, navy, or black. Pants should be hemmed, so the cuff does not drag on the floor - Skirt: Skirts should match your blazer. - Shirt: Wear a tailored blouse, good quality knit sweater, or shell under your jacket. Avoid low cut shirts or one that is see-through. - Hosiery: Hosiery should be plain or sheer in most instances. Wear a neutral color to compliment your suit. - Shoes and Jewelry: Shoes should be a color that matches your suit with a medium-high heel (be comfortable). Do not wear jewelry or take a bag that is too ostentatious or casual. - Makeup and Nails: Makeup should be minimal and neutral. Your nails should be clean. Minimize fragrances (e.g., perfume).

Before You Go To Bed Here is an easy checklist of things you should complete before your interview day:  Read through your notes and documents (e.g., resume, cover letter, job description, notes) one last time.  Know how you are getting to the interview site, the name, and title of the person(s) interviewing you.  Layout your clothes. Does anything need to be ironed? Polished? Cleaned?  Set your alarm clock so you have ample time to get ready and to the interview without rushing  Print multiple copies of your resume on good-quality paper  Get a good night’s sleep

Page | 32 Day of the Interview Today is the day! You’ve perfected your resume. Your cover letters are persuasive. Your interview skills are polished. You are ready. When You Arrive - Arrive 10-15 minutes early. Before your scheduled time, go into the building, enter a restroom, and check your appearance. Now you’re ready for your appointment. - Check-in with the front desk. Be friendly and polite to everyone you meet. You never know who is involved in your evaluation. - Greet the interview(s) with a firm handshake (at the start and finish of interview), smile, strong eye contact, and demonstrate your enthusiasm and confidence throughout the interview. - Do not drink, smoke, then chew gum just in advance of your appointment. - Turn your cell phone OFF! There is nothing worse than hearing the sound of your phone, even when on vibrate, to cause you to lose focus in an interview. During the Interview - Expect neutral small talk. Interviews most often begin with small talk about the weather, traffic, or some recent public event. Soon, the conversation will shift to a more serious vein, and you will be asked an open- ended question, such as “Why are you interested in our company?” - Sit up and slightly forward/pay attention to the interviewer’s body language. Do not cross your arms. - Avoid nervous habits that could distract the interviewer (e.g., playing with your hair, biting your nails, waving hands, tapping fingers, twirling pens, shaking your leg, etc.) - Provide specific examples, whenever possible. It will help strengthen your answers. - Do not hesitate to volunteer information or ask for clarification. - Never apologize for any perceived lack of experience or background. Focus on the positive aspects of your training and experience. - Do not discuss salary!! Only discuss salary if the employer asks (research average salary beforehand) or after a job offer is given. A simple answer is, “I trust that you would make me a competitive offer.” Before You Leave - Thank the interviewer for the time and opportunity to interview. - Ask for a business card and for specifics about what will happen next. - Be certain you understand the next step. Will the interviewer contact you? Will you make the next move? It is appropriate for you to take the initiative to set a time frame for getting a response. - Keep a record of follow-up dates and tasks. Sample Closing Here’s a sample script to get you started on your personalized closing: “This sounds like an exciting opportunity – just the kind I am looking for. I believe my (insert your most relevant strengths and experience here) make me an ideal candidate for this position. I look forward to becoming a member of your team.”

If the last sentence seems too aggressive for your style, substitute: “I am looking forward to the next step in your selection process.”

Following the Interview Send a thank-you note to everyone that interviewed you within 24 hours of your interview. Although writing individual notes or emails is time-consuming, it is important to write a different letter to each interviewer, highlighting, if possible, a subject you discussed during the interview, in order to emphasize why you appreciated the opportunity to interview with the company. It is a professional courtesy that demonstrates your enthusiasm and appreciation for the opportunity to interview. (See

Page | 33 Thank-You Letters)

Your thank you note should include: - Thank the interviewer for the time they spent and explaining the position. - Reiterate your interest in the position. - Remind the employer of your relevant skills, strengths, and abilities you can bring to the job. - Refer to something specific you discussed in the interview to remind them of your conversation. - Provide additional information that was not addressed at the time of the interview.

Follow up, professionally, and only once if you do not hear from the employer after the reply date that the interviewer indicated. Call the interviewer and inquire about the position.

Handling Multiple Offers In today’s fast-paced market, employers can be eager to secure candidates, often months before they will start work or even graduate. Some students are faced with the dilemma of what to do with multiple job offers. On average, an employer will allow one to two weeks for you to evaluate and sign an offer. Depending on the job, the company size, and the job market, this time frame may be negotiable.

There are important steps you should take before making a decision; here are some guidelines for handling multiple offers and deadlines: If you are waiting on a preferred employer, contact them and ask how far they have proceeded with your application and when you are likely to hear of their decision.

Contact the employer who has made you the offer and ask if they are prepared and willing to extend the offer acceptance deadline if needed. This is a common practice and does not automatically imply that their offer is second best, especially if you explain that you want to complete the interviewing cycle in which you are currently engaged, to make the most informed decision. If the employer does insist on your making a decision quickly, you might ask yourself whether you want to work for an organization that is pressuring you to make a hasty choice.

Note: The best employment decisions for both you and employers are those made without pressure and with the greatest amount of information. If you are able to attend career fairs and participate in on-campus interviews, you are more likely to make good long-term employment decisions.

Accepting/Declining Congratulations on your job offer! Now that you have made your decision, you need to complete one more step in the job search process. We recommend that you correspond with every employer who has made you an offer or still considers you a candidate to let them know of your decision.

Accepting an Offer Always get an offer in writing. A formal offer should include salary, job title, start date, eligibility for benefits, and a signature from the organization’s representative.

If you decide the job offer meets your criteria, call the employer to accept and follow with a letter.  Restate your understanding of the agreed-upon terms, such as starting date, position title, salary, and benefits.  Confirm the date you will be reporting to work and address any questions you may have.  End the letter with your appreciation and enthusiasm to join the company.  Notify all other organizations with which you have been interviewing that you have accepted another offer and will be withdrawing from their consideration.

Declining an Offer Once you have accepted and/or signed a formal contract with your accepted position, write all other companies that have made you an offer and inform them of your decision.

Page | 34  Be polite and tactful in your letter- don’t burn any bridges! In the future, you may have to work with the fellow organization professionally, or you may want to contact them again about employment opportunities.  You do not need to indicate why you accepted another position or what the salary is.  Always be thankful for any offers extended, and for the interest, the employer has shown.

Your courtesy will serve future Manhattanville College students and will earn you respect in your professional life. Remember that once you accept a position, you cannot consider other offers. Helpful Websites Job Search www.olasjobs.org Online application system for jobs in Putnam and Westchester. Links to school district web sites www.ctreap.net Online application system for teaching jobs in CT www.njhire.com Online application system for teaching jobs in NJ www.nyccharterschools.org Click “Work at a Charter School” for current openings www.teachnyc.net Search available NYC teaching positions. Contains information on becoming an NYC teacher www.teacherjobs.com Teaching jobs throughout the US www.educatorsally.com Placement agency for Westchester and CT independent schools. No fee charged for placement fairfieldteachersagcy.com Placement agency for private schools in CT and Westchester. A fee is charged for first year’s compensation www.carneysandoe.com Placement agency for independent schools in the US, including NY area nais.org National Association of Independent Schools. Search jobs at independent schools throughout the US teacherssupportnetwork.com Job search site for US teaching positions; job search information www.schoolspring.com Compilation of US teaching jobs; job search tips and advice www.idealist.org Comprehensive listings of non-profit jobs, internships, and volunteer opportunities www.k12jobs.com US job announcements, certification and salary information, professional organizations www.careerbuilder.com Search for teaching positions www.higheredjobs.com Search for available positions at Higher Education Institutions across the US www. careers.insidehighered.com Search for available positions at Higher Education Institutions across the US wwwHandshake Manhattanville’s job search database. Log in and upload your resume and cover letter to find and apply to teaching-related jobs posted to Manhattanville and the Experience job network

General www.ed.gov US Department of Education site. Excellent site for job search info as well as material helpful to both new and experienced teachers www.nysed.gov NY State Department of Education site. A wealth of resources and information for teachers. Links to organizations www.uft.org Provides information for new teachers and the union www.educationworld.com Teacher-related and job search information

Page | 35 www.nces.ed.gov National Center for Education Statistics – find data related to schools in the US. Information on all schools. A good resource for job search preparation www.insideschools.com NYC public school parents, children’s advocates, journalists, and teachers visit schools, talk to parents, and research media to present an independent review of NYC schools. A great resource to get inside info on NYC schools www.sitesforteachers.com Thousands of links to web sites and resources for teachers www.nea.org Site dedicated to topics on public education and educator and parent resources www.kdp.org Kappa Delta Pi, Education Honor Society – information for teachers with links to terrific websites

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