Launch a Teaching Career : Secrets for Aspiring Teachers 9781475817089, 9781475817072

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Launch a Teaching Career

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Launch a Teaching Career Secrets for Aspiring Teachers

Peter P. Leibman

ROWMAN & LITTLEFIELD Lanham • Boulder • New York • London

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Published by Rowman & Littlefield A wholly owned subsidiary of The Rowman & Littlefield Publishing Group, Inc. 4501 Forbes Boulevard, Suite 200, Lanham, Maryland 20706 www.rowman.com Unit A, Whitacre Mews, 26-34 Stannary Street, London SE11 4AB Copyright © 2015 by Peter P. Leibman All rights reserved. No part of this book may be reproduced in any form or by any electronic or mechanical means, including information storage and retrieval systems, without written permission from the publisher, except by a reviewer who may quote passages in a review. British Library Cataloguing in Publication Information Available Library of Congress Cataloging-in-Publication Data Leibman, Peter. Launch a teaching career : secrets for aspiring teachers / Peter P. Leibman. pages cm Includes index. ISBN 978-1-4758-1706-5 (cloth : alk. paper) — ISBN 978-1-4758-1707-2 (pbk. : alk. paper) — ISBN 978-1-4758-1708-9 (electronic) 1. Teaching— Vocational guidance—United States. 2. Teachers—Training of—United States. 3. Teachers—Employment—United States. I. Title. LB1775.2.L38 2015 370.71'1—dc23 2015009051 ™ The paper used in this publication meets the minimum requirements of American National Standard for Information Sciences—Permanence of Paper for Printed Library Materials, ANSI/NISO Z39.48-1992. Printed in the United States of America

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To my wife, Eileen: I could not have written this book without your support, professional input, encouragement, and love.

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Contents

Foreword

xi

Acknowledgments

xv

Introduction 1

2

Why Is This the Perfect Time to Become a Teacher?

xvii 1

Unemployment and the Economy Population Trends Job Prospects: General Additional Education Positions Reciprocal Certification Questions and Answers with the Author

1 1 2 10 11 12

Characteristics of Effective Teachers

19

Makes Learning Relevant Has the Ability to Speak Publicly Plans Effectively Creates a Positive Learning Environment Checks Prejudice at the Door Creates Occasions of Success Sees Everyone Thinks Outside the Box Sees Students Through—Doesn’t See Through Them Has Technological Expertise Has the Ability to Anticipate Is Able to Make Accommodations

20 21 22 22 24 26 26 27 28 28 29 30 vii

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3

4

5

CONTENTS

Understands the Impact of Her Presentation Provides a Comfortable, Nurturing Environment Is a Motivator Is an Advocate Is a Team Player Is Adaptable Is Patient Why Do You Want to Be a Teacher? Questions and Answers with the Author

30 30 31 31 32 32 32 33 34

Pre-graduation Advice for Future Teachers

37

The Plan Overall Coursework Leadership Experience Volunteer or Work in the Education Office Observation Hours Dual Certification Work with Children Professionalism Student Teaching Questions and Answers with the Author

37 37 39 39 39 40 40 41 42 48

Transitioning from Corporate to Teaching

55

Why Is a Career Changer an Attractive Candidate? The Certification Route for Career Changers Why Do People Make the Transition to Teaching? How Do You Know If Teaching Is Right for You? Assess your Teaching Potential Incentive Programs for Career Changers Five Compelling Stories of Career Changers Questions and Answers with the Author

55 56 57 57 58 60 60 69

The Teacher Certification Process

71

The Process Finding the Right School Graduate Schools Your GPA General Requirements for Certification

71 71 73 74 74

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CONTENTS

6

7

8

9

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What Is edTPA? What Is Praxis? General Test-Taking Secrets State Departments of Education Questions and Answers with the Author

74 77 78 82 89

Networking for a Teaching Job

91

How Are Most Jobs Filled? We Recommend People We Like and Believe Will Do a Good Job Who Are Our Potential Network Members? Get Organized LinkedIn Questions and Answers with the Author

91 92 93 93 98 99

The Broadcast Letter

103

Where Should the Focus Be? What Can the Letter Achieve? Major Pitfalls in Letter Submission The Components of the Broadcast Letter Sample Letters Questions and Answers with the Author

103 104 104 108 116 122

The Résumé

125

Negative Résumé Factors Poor Résumé Samples Good Résumé Samples Questions and Answers with the Author

125 128 139 149

The Interview Process

151

You Have the Interview. Now What? Research Is the Key Your Appearance The Night before the Interview The Morning of the Interview Observe, Observe, Observe Be Confident What Is the Principal Looking For?

151 152 155 156 156 157 157 159

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What Do Your Answers Reveal? Your Questions At the Close The Demo Lesson Questions and Answers with the Author

160 164 164 165 166

You Have the Job. Now What?

169

Be Proactive The Parents—Elementary Level The Parents—Adolescent Level Discipline Problems Support Staff Teaching Potentially Controversial Topics Professionalism School Law Your Grading Graduate School Professional Organizations Questions and Answers with the Author

169 172 172 173 173 174 175 175 177 177 177 179

Conclusion

183

Index

185

About the Author

197

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Foreword

The current recession has had a powerful impact on virtually all of our citizens. Assets have been hit hard, savings eroded, and the value of homes has been affected in a negative way. Perhaps the most affected are students, who face significant challenges. Rising tuition places a growing burden on them, and student loans will grow with limited opportunity to repay them. At the same time, the prospect of fewer jobs seems to be universal in many professions. Teaching does not appear to have escaped. The result is heightened anxiety and, in many cases, significant belief that this coming generation will not prosper as much as the previous one. In addition to bearing individual burdens, entering teachers face the general economic climate. State and local governments, including local school districts, have been shrinking support for their programs. Federal stimulus support, which was offered to them at the start of President Obama’s term, is no longer available; and private sector jobs—especially among teachers—have been reduced in numbers almost universally. This situation preoccupies soon-to-be graduates and leaves many of them without hope. Peter Leibman is not in the camp that does not see teaching as a growth profession. He points to signs that show teaching opportunities lay ahead. His analysis is based on demography—immigration and growing numbers of school-age children. It is also based on the need for specialization in the profession as special needs students receive enhanced learning support. We have not abandoned the time-tested notion that an educated citizen is of great benefit to our country. The xi

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competitive challenge our nation faces must be met by additional support in the classroom if the nation is to maintain its primacy as a productive society. Building on the data, Leibman turns to the task of showing candidates for teaching jobs how to approach getting a job. Leibman’s experience is based upon teaching working-class students at St. Francis College. For the most part, these students have faith that the American ideal—hard work, added to the opportunity they have been given—will assure them a bright future. Most of these students have held jobs, and they know that job performance is critical to success. They work hard, not just on academic matters, but on life skills that often help their struggling families. It is not unusual to find students facing economic difficulties because of the need to pay for food and rent for their parents and children. In many cases, they have attended public schools. Although some see that experience as a handicap, Leibman sees it as an asset, one that will spur them on to be better, more effective, and more caring teachers. The can-do attitude makes their search for success more assured. It makes them willing to engage in extra work. They want a chance, and they know that their “connections” are quite limited. They are ready to learn from master teachers who believe in their capacity and their potential. Into their lives come professors who share the same beliefs. They know from experience that their students can become excellent teachers if they take to heart the lessons they have learned. They know that if they believe in the children’s ability to learn, the children under their care will learn. They know that there is no preferred class of students; all are equal in their eyes. Adhering to those two beliefs puts them in a position to have a powerful positive impact on all their students. In addition to instilling a sense of the power of teaching, the book builds upon a significant amount of experience in guiding students through the process of obtaining a job. Leibman is not in an “ivory tower.” He has been a teacher, coach, head of school, and now professor. In short, he has “seen it all.” He wants their passion for teaching and their respect for children to be balanced by technical and professional skills. He shows how to obtain them, which makes his work extremely useful.

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The work shows a profound respect for the teacher and student in the learning process. It suggests that teachers are powerful in their effect on youngsters, and it is encouraging and supportive of their efforts. In these times, when hope is an important condition of success, Leibman makes it real and concrete. It makes our work as teachers so deserving of society’s support. He has done us all a great service with this splendid work. —Frank J. Macchiarola Dr. Frank J. Macchiarola (April 7, 1941–December 18, 2012) graduated from St. Francis College in 1962 and Columbia Law School in 1965. He was awarded a doctorate in public law from Columbia University in 1970. He served as president at St. Francis College from 1996 to 2008, and prior to leading St. Francis, he was chancellor of New York City Public Schools (the largest school district in the United States) from 1978 to 1983. Mayor Ed Koch called him the “finest schools chancellor New York City ever had.” Dr. Macchiarola was also dean of Yeshiva University’s Benjamin N. Cardozo School of Law, and professor at Columbia University’s Graduate School of Business and professor at City University (CUNY) for more than twenty years. A writer of countless educational, business, and law-related articles and texts, influential member of numerous boards and recipient of an array of humanitarian awards, he was a supporter, mentor, and loyal friend to anyone who knew him. This author is sincerely grateful for Dr. Macchiarola’s support in writing this book.

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Acknowledgments

My sincere thanks and appreciation to Dr. Gene Geisert for his guidance and support; to career expert Chereeta Robson for sharing her expertise in the résumé chapter; to Professor Corinne Smolizza for her expertise and advice regarding the edTPA certification video process; to Naomi Kinley, director of the St. Francis College Career Center, for her education careers contribution; to Susan Madigan for her input and formatting this manuscript; to Michelle Rosenberg and Jessica Lynch, outstanding St. Francis education students, for their research and additional formatting of this manuscript; to Sally Rushmore, managing editor of the New Teacher Advocate at Kappa Delta Pi International Education Honor Society, for her support and expertise; to Charles Foley, Joseph Costa, Rein Griesmer, Robert Muccigrosso, and Rob Berman, top administrators, for their friendship and support throughout my career; and to Sarah Jubar, acquisitions editor at Rowman & Littlefield, for her support and professionalism throughout this process.

xv

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Introduction

To the world you may be one person, but to one person you may be the world. —Anonymous

In May of 1971, I graduated from St. Francis College in Brooklyn Heights, New York. Although this was a proud moment (I was the first graduate in my family), it was also just a bit disconcerting. Like most college students (then and now), I was always focused on getting the degree as if that diploma was my ticket to the ideal teaching job. Now, for the first time, no agenda was established for me; I was going to have to write my own story. Where to begin? I wanted so much to be a teacher. When family and friends would ask how the job search was going, my immediate response was, “There just aren’t any teaching jobs available.” The reality is that teaching jobs are always available, but like most teacher candidates, I had no clue where the jobs were and absolutely no idea how to market myself. Luckily, I had worked the two previous summers as a management intern for the Port of New York/New Jersey Authority at LaGuardia Airport. The money was good, and I had no other prospects, so when my boss offered me a full-time spot as a management trainee, I accepted. Several months later, I was playing in a softball league. In one particular game, the opposing shortstop was impressed with my hitting (the wind was blowing toward left field that night), and I was impressed with the fact that he was the chairperson of a one-person physical education department in an innovative private, inner-city high school. Two weeks later, I was working one day a week at the school as his assistant, despite the fact that my area of concentration was English. xvii

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A month later, I said “good-bye” to corporate America and started working five days a week at the school. Believe me, I didn’t go fulltime as an assistant for the money, a whopping $55 a week before taxes; I loved teaching. A year later, I was a full-time physical education teacher at the school and the varsity basketball coach. The school was founded on the J. Lloyd Trump model, which espoused the theory that children learn best in a combination of three modalities: small group, large group, and independent study. The 250-student population was representative of the inner city, and the handpicked faculty and staff pulled together under the democratic leadership of the principal, Charles Foley. Every decision made in the three-year history of the experimental school had been based on whether or not students would benefit. A strong bond developed between the students and staff. In fact, after all these years, every year on the second Saturday in August, the students and faculty of that school (The New High School) visit my home for a barbecue. Fast-forward forty-three years. I’m now supervisor of student teaching, associate professor, and moderator of the Kappa Delta Pi International Education Honor Society at my alma mater. Our student teachers are getting teaching jobs in record numbers. In the spring of 2012, the usually gregarious candidates in my student teaching seminar were somewhat quiet and somber. Had I lost my edge as a teacher? Was it time to consider retirement? Nah! Students were quick to point out the prospect of New York City Mayor Bloomberg’s proposed budget cuts, layoffs, and the potential teacher job freeze. “If four thousand teachers are going to be laid off, what chance do we have, Dr. Leibman?” asked one student. Another student asked if she should switch majors. “What do you think about criminal justice or accounting?” she asked. “Whoa,” I said. “This is the best time to get into teaching.” The following week I invited a random sample of twenty of our grads from the previous two years to present to our current student teachers. Nineteen had teaching jobs and one (by choice) was a full-time grad student. All were proud to share their job search success stories. In addition, at the meeting, I explained that Mayor Bloomberg is an astute politician and he was merely playing politics. He got everyone’s

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attention by suggesting four thousand jobs would be cut. As a result, the teachers’ union, parents, and politicians exerted pressure on Albany to reconsider proposed state cuts that would negatively impact New York City. The teachers’ union was concerned about a loss of union membership; the union and parents were concerned about the increase in class size that would result from cutting four thousand teaching jobs. At this time, too, all of the local newspapers and news shows were addressing the issue of the “rubber room.” The rubber room amounts to a holding pen where teachers who have been brought up on various charges are held indefinitely because, while charges/allegations have been lodged against the teacher, no formal hearing has been scheduled. In some cases, teachers have been in the room for as long as ten years drawing their full teaching salary—while doing nothing to earn the money. This travesty further fueled the contentious nature of the mayor’s relationship with the teachers’ union. Unfortunately, while Mayor Bloomberg and the teachers’ union waged war over everything from teacher evaluations, tenure, and merit pay, teachers in training in colleges and universities all over New York City and the Northeast were concerned they would have no chance to get a teaching job. No doubt, some potentially excellent teachers abandoned their training for fear of not being able to secure a position. At the conclusion of our “graduate forum,” our student teachers came away energized and hopeful. This book will provide a blueprint to help you secure a teaching job so you can begin to inspire students and change lives. By reading this book, I know you are not leaving your career to chance, as I did. Based upon what you are about to read, develop a plan of action. You’ll be amazed at the results. In the spring of 2012, I attended several Kappa Delta Pi Honor Society conferences. At one conference, students and professors from twelve to fifteen colleges and universities were in attendance. At a break, I was standing in a circle with five professors from various colleges. After introductions, one professor pointed to a group of about thirty students and said, “Why would anyone want to get into teaching now?” Another said, “At our school, we haven’t placed a teacher in a full-time job in two and a half years.” The other professors nodded in agreement.

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“So what do you think, Pete?” I was asked. “To be honest,” I said, “our students are getting jobs in record numbers, and I believe this is a perfect time to get into teaching.” After a few moments of awkward silence, Mr. two and a half years, with just a tinge of sarcasm, said, “Well then, maybe you should write a book.” I decided to do just that . . . WHY YOU NEED THIS BOOK

How many people do you know who truly love their career? I’m sure you have family members, friends, or acquaintances who hate what they do for a living and dread going to work. At any family gathering, the “woe is me” mantra can surface as the disgruntled share their lack of fulfillment and the regret they have for not following their dreams. In forty years of work, you will spend about five million minutes of your precious time on the job. Life is short, and yet too many people (perhaps you) think they are locked into a disappointing career. I wrote this book because I believe no career is more rewarding than being a teacher. Where else do you have the opportunity to change lives for the better, expand horizons, and tell someone you believe he can accomplish anything if he works hard and has a plan—and you are actually able to see him do just that? If your dream is to become a teacher, then this book is for you. Whether you are a high school senior, undergrad, or college graduate working in corporate America, following the recommendations in this book will help you become a teacher in record time. I have spent most of my life in education. Although I haven’t made a million dollars a year, the rewards I have received are priceless. Sometimes you never know until many years later how you changed someone’s life. Sometimes you never know at all. In chapter 1, I provide the reasons why this is the perfect time to become a teacher. Don’t be put off by all of the researched facts and the supporting statistics in this chapter. Stay with me. This chapter will offer a summary of why right now teachers are in demand. The areas of greatest need include special education, bilingual education, ESL, science, math, and computer education. In addition, a comparative study

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of public schools, charter schools, independent schools, and parochial schools will be presented. A list of additional education positions and resources is also shared. In chapter 2, I share abilities all effective teachers possess that are necessary for success in the classroom. Reasons for becoming a teacher are also presented; clearly some reasons are more predictive of teaching success than others. As you read this chapter, see which of these talents you already have. If you can identify with the majority of the characteristics, I believe teaching success lies ahead for you. Remember, teaching is so much more than getting your students to memorize a fact or definition. Going forward, consider the people who believed in you and how that support impacted your life. In chapter 3, you will learn all the steps you should take if you are currently a student and want to be more marketable when you graduate. All too often, college students find themselves in senior year without any prospects or direction toward securing a teaching job. In addition to doing well academically, all of the steps you need to complete are presented and explained in detail. Chapter 4 examines why transitioning to teaching has never been easier, why career changers are especially attractive to principals, and the various incentives that are available to career switchers who want to become teachers. A number of sources are listed, along with steps you can take to get an idea of whether teaching will be right for you. Obviously, this is a significant step, so you should gather as much input about the profession as you can. This chapter features inspiring stories of people who have made the switch to teaching and never looked back. Chapter 5 summarizes suggestions you should consider in order to pass exams. Please note that new certification requirements of the edTPA were implemented beginning in May 2014. A list of all state education websites is also provided. Chapter 6 focuses on building a comprehensive network in order to position yourself for the teaching job you want. Many networking opportunities that are not generally considered are shared. Chapter 7 addresses the broadcast letter (also known as the cover letter). Most cover letters lack organization and structure, and most candidates do not realize that their letter is actually more influential in landing an interview than their résumé. The format for the broadcast

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letter presented in this chapter is designed to place you in the most professional light. I walk you through the entire process from the heading to the close and explain in detail why each component is crucial to your goal of getting the interview. The format, use of specific action verbs, and key words and phrases that pique interest from the principal are shared. Follow this format and expect more interviews. Chapter 8 focuses on the résumé. Although I believe the broadcast letter takes precedence over the résumé, a number of pitfalls in résumé submission could undermine your opportunity to secure the interview and eventually get the job. Poor résumés and superior résumés are presented in contrast, both for recent college grads and career changers. In chapter 9, every aspect of the interview process is presented, including your preparation before the interview, your required research, affect and presentation during the interview, common questions and appropriate answers, subtle messages you give, and other ideas on how you can stand out in a good way. A crucial step is accumulating knowledge about the school/district and providing evidence that you will bring value to the school community. Chapter 10 will present all of the steps you need to take to guarantee your retention after you are hired. Knowing your students’ academic levels and interests, becoming a true member of the school community, and garnering parental support are key ingredients. Core standards are presented, and little-known secrets about school law are revealed. This book will help you remember those influential teachers who never stopped believing in you, who told you each day you could accomplish anything. You have an obligation and responsibility to return the favor. This book will teach you how. Are you ready to learn how you can change lives as a teacher? Let’s get started!

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CHAPTER 1

Why Is This the Perfect Time to Become a Teacher?

Optimism is the faith that leads to achievement. Nothing can be done without hope and confidence. —Helen Keller

UNEMPLOYMENT AND THE ECONOMY

We all have relatives, friends, or neighbors who are presently unemployed and, in some cases, have been unemployed for some time. Generally, economists state that the unemployment rate nationally is about 6 percent. But does the 6 percent average truly reflect the unemployment rate in this country? Gallup points to the fact that 10 percent of Americans are actually underemployed and working part-time, and millions of Americans have simply stopped looking for work. In total, although unemployment has risen to 9 percent, underemployment now stands at 20 percent. So, given the state of our economy and the continued high unemployment, why is this the best time to become a teacher? Read on. POPULATION TRENDS

According to the Occupational Outlook Handbook and the U.S. Department of Education, schoolteachers held about 3.7 million jobs in 2012. Approximately 200,000 were kindergarten teachers, 1.5 million were elementary school teachers, 700,000 were middle school teachers, and 1.1 million were secondary school teachers. The Bureau of Labor Statistics reports that the profession provided a total of 4.5 million jobs 1

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in the field of education as of 2012. According to the U.S. Census Bureau, states showing the greatest growth in population were Arizona, Nevada, Texas, Georgia, and Florida. Of particular note, 80 percent of all teaching jobs can be found in six states (often referred to as the “six pack”): New York, Pennsylvania, Illinois, Texas, Florida, and California. With population growth projections, the Bureau of Labor Statistics suggests that teacher employment will increase 17 percent between 2010 and 2020. The growth will be seen most in the South and West, and half a million new teaching positions will be created, more jobs than in all but a few occupations. Overall, our population will grow by 21.8 million between 2008 and 2018. JOB PROSPECTS: GENERAL

Opportunities will vary by locality, grade, level, and subject taught, and most openings will result from the need to replace the large number of teachers who are expected to retire during the 2008–2018 period. In addition, according to a McKinsey study, 14 percent of all firstyear teachers leave the profession after one year and 46 percent of all teachers leave the profession within five years. Prospects will be better in inner cities and rural areas than suburban districts because inner cities and rural locations have more difficulty hiring and retaining qualified teachers. Immigration

Although you would suspect that after 9/11 immigration to the United States might have been limited due to concerns about terrorism and the subsequent increased scrutiny of potential new arrivals, to the contrary, by all accounts immigration has increased. Many former student teachers have reported that many children in their classrooms are new to our country and are not always proficient in English. Recently, as many as seventy-five thousand unaccompanied minors crossed our southern border and were dispersed across the country. Some political candidates have estimated the total number of illegal aliens in this country at eleven million. According to Pew Research, 11.2 million unauthorized immigrants were in the United States in 2012, and Mexicans

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make up about half of all these immigrants (52 percent). It is interesting that 60 percent of these immigrants reside in six states (California, Texas, Florida, New York, Illinois, and New Jersey), because five of these six states (excluding New Jersey) are part of the “six pack” mentioned above. Also, according to the Organization for Economic Cooperation and Development, the United States ranks first in immigration with about one million immigrants coming to this country each year. Obviously, this history presents significant teaching opportunities for bilingual and ELL teachers. Baby Boomers

According to the National Commission on Teaching and America’s Future, 1.7 million teachers are baby boomers, which accounts for about half the workforce, and all are eligible to retire in the next ten years. In seventeen states, half of all teachers are over the age of fifty, and the average retirement age is fifty-six. The National Commission warns of a potential teacher shortage. Class Size

With 2016 elections looming, politicians will no doubt speak about the need to lower class size as if that is the crucial step in improving our school system. The reality is that a great teacher is effective regardless of class size. Some teachers with thirty-plus students motivate and engage everyone with significant, positive results. Then again, some teachers responsible for only ten students are not successful. Smaller class size doesn’t guarantee student academic success, but it will provide more jobs for new teachers and add to union membership. (According to the Center for Education Reform, the public school student teacher ratio was 16:1 as of September 2014.) Social Issues

According to the Centers for Disease Control and Prevention (CDC), 40 percent of all children born in this country are born out of wedlock. In some of our communities, that percentage exceeds 70 percent. We

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are becoming a fatherless society and, as a result, the federal government and schools are required to fulfill responsibilities that a father normally would. Pre-K, day care, full-day kindergarten, remedial programs, beforeand after-school programs, tutorial programs, and health and sex education become more important as single parents work hard to put food on the table and pay the bills. (New York City is now providing universal pre-K.) When we add social issues such as drug abuse, alcoholism, teenage pregnancy, child abuse, cyberbullying, depression, suicide, and the poverty increased by our economic downturn, schools in America are asked to do too much, and they do it in 180 days. The significance of the social issues factor is that more support staff personnel are required—not only teachers, but social workers, counselors, school psychologists, and supervisors. If you are interested in one of these positions, go to your state’s website to learn about the most expeditious path for certification (see chapter 5). Smaller School Size

Many researchers believe that the ideal school size is 600–800 students, and there are three major reasons for that assertion: 1. In a school this size, administrators and staff get to know all of the students, and that connection means that no one goes unnoticed. Typically, students who get into trouble are just not known. The reality is that in our inner-city high schools with 3,000–5,000 students, the only students who thrive are high achievers. Students with the greatest need for guidance and support often slip through the cracks, and a life of “what-ifs” becomes a reality. In this vein, Bill and Melinda Gates have donated $350 million to the establishment of smaller secondary schools, and the charter school movement is thriving. 2. Administratively, with 600–800 students, a smaller staff is required. A principal can be more visible in the school and focus on an often-neglected aspect of the job—supervision of the staff. Improved classroom instruction should result.

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3. With a population of 600–800, course offerings can be somewhat varied, and the operation of the school will be more cost effective. In a school of only 200–400 students, course offerings such as Advanced Placement or electives will be compromised. Obviously, increasing the number of schools increases the number of teaching jobs. Tenure

When you first secure a teaching position, you might be observed by an administrator two or three times a year. Although classroom supervision should be the number one priority of school leaders, in reality there is frequently no ongoing supervision, given the fact that principals are called upon to do too much. As a result, in the past, poor teachers have managed to slip through the cracks and get tenure. Now, however, with more emphasis on test results and increased parental scrutiny, administrators are required to be more discriminating and deny tenure to a mediocre candidate. Quality newcomers will benefit. Please note: Teacher tenure laws have recently been challenged in California and New York. Special-Education Needs

With the passage of PL94-142, the Education for All Handicapped Children Act, and its refinement over time, the growth of inclusion classes, and much more parental awareness and school receptivity to special education and law enforcement, uninformed assessments of special-needs children are being rejected. And rightly so. In New York City, where a job freeze was instituted several years ago, there was no freeze in special education. Presently, one in sixty-eight students will be diagnosed with autism, according to the CDC May 2014 report. Caring, competent, and qualified special educators are desperately needed. Teaching positions in special education to consider include: • Early Intervention Provider (birth through age three): Provides athome or day-care support for children with special needs. Services include strategies to develop cognitive, social, and language skills

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related to the child’s intellectual learning. Services are also provided to parents regarding daily strategies they can use to reinforce targeted goals. EI providers work with a service coordinator for the department of health. SEIT (Special-Education Itinerant Teacher) (three to five years): Provides services for children in their home or day-care environment. Targeted areas are the child’s academic development, social and language goals, and ability to complete daily, adaptive living tasks. The SEIT will serve as the coordinator for each child’s services and meet with support staff (occupational therapist, physical therapist, psychologist, and/or speech pathologist) to discuss the progress and challenges they identify. SEITS are required to write quarterly progress reports and an annual report, and meet/telephone conference with the district committee for special education to discuss the continuation of services or discharge the SEIT and related services provisions. Assistant Teacher in a Therapeutic Preschool: Many districts will hire certified teachers, whether they are certified elementary education, early childhood education, or dual certified teachers, to act as teacher assistants. Duties focus on support for the classroom teacher in a therapeutic preschool. Assistant Teacher in a typical Elementary/Middle or Junior High/ Secondary High School: Districts will hire candidates with a variety of education certifications to work as one-to-one aides with a special-needs child requiring support in a typical classroom, or as an aide to a small group of children in a typical classroom requiring similar support. At the junior and senior high levels, a teacher aide might travel with one student throughout his school day offering academic support as needed. Special-Education Teacher Support Services: This is a combination consultant teacher and resource room service established in 2008 by the New York State Education Department. Expertise in general education and special education is required.

Science/Math/Computers

According to the Business-Higher Education Forum in Washington, D.C., over the next decade, schools will need more than two

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hundred thousand new science and math teachers. In California alone, thirty-three thousand new science and math teachers will be needed in the next ten years. The need is so great that some states are offering incentive programs. In New York State and Georgia, for example, scholarships and bonus packages are being awarded to new math and science teachers. Georgia has allocated $12.3 million for that purpose. ExxonMobil Corporation, Bill and Melinda Gates, and the Michael and Susan Dell Foundation have contributed to the National Math and Science Initiative helping to turn the tide in math and science education. Do you have an interest and talent for math, science, or computers? If you do, teaching jobs are waiting. Now, let’s focus on the different school options: Charter Schools

Charter schools are primary or secondary schools receiving public money and private donations. They have more autonomy than public schools but are accountable for providing results as spelled out in their charter. Enrollment is based on a lottery system, and usually a waiting list results because charter schools are seen as a viable alternative to local public schools. Charters are smaller schools (usually about 200–500 students), and the curriculum may be specialized in the arts, math and science, or in vocational training. Students do take state-mandated tests, but charters can receive waivers from procedural requirements. Schools are held accountable for academic results; of the five thousand charter schools (serving 1.3 million students) founded in the United States, 12 percent have closed for poor performance. The small size of charter schools has led to more teaching jobs, but you should be aware of these factors before you embrace the charter school movement: • A Department of Education study found that charters are more likely than traditional public schools to employ teachers who fail state certification standards. Obviously, certifications could be used as a bargaining chip for higher salary and improved schedule. • Charter school teachers are exempt from state collective bargaining laws, which can limit your rights in workload, class size, and administrative demands. Although charter advocates champion a

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nonunion environment in which the principal has more autonomy, detractors point to less teacher influence. • Charter teachers work longer hours; if you are a recent grad, going for a master’s degree could be a challenge, unless you enroll in a graduate program that meets on Saturdays or Sundays. • Salaries tend to be in line with the public schools in the district in which they are located. Independent Schools

Independent schools are not dependent upon national or local governments or taxpayer contributions. Funds are accumulated from tuition charges, gifts, or, in some cases, the investment returns of an endowment. (Several independent schools in Brooklyn Heights, New York, Packer Collegiate Institute, and Friends Academy charge a $40,000 yearly tuition). In some cases, they can receive government funds, and their board must be independent. According to the National Association of Independent Schools (NAIS), of the fifty-three million schoolchildren in America, 5.9 million, or 11 percent, attend private schools, and 473,000 are in NAIS independent schools. In addition, sixty thousand teachers work in NAIS schools; salaries vary dramatically; and teachers point to autonomy, class size, and student academic quality as primary factors for working there. In addition, the school year is generally shorter. State certification is not usually required, and schools vary in size from under one hundred to three thousand students or more; the median class size for all grades in both day schools and boarding schools is fifteen. Parochial Schools

Parochial schools are owned, governed, and financed by religious institutions. Various religious groups including Catholics, Lutherans, Seventh-day Adventists, Orthodox Jews, Muslims, and Protestants maintain schools in the United States. Some Catholic schools have consolidated, in part because litigation costs prompted by priest abuse of children have resulted in fewer teaching jobs, but Catholic schools remain the largest block of parochial schools.

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Reports from the Council for America Private Education (CAPE) indicate that private school teachers are more satisfied than are public school teachers with students, classroom conditions, and school climate. This favorable opinion of private schools is supported by studies by both the Friedman Foundation for Educational Choice and the National Center for Education Statistics at the U.S. Department of Education. Although salaries are decidedly lower in parochial schools, a Public Agenda study indicated that private school teachers are more concerned with working in an effective school where parents are actively involved, students are well behaved, class size is smaller, and administrators are receptive and supportive. In addition, a number of studies have concluded that by working in a private school, teachers deal less with disrespect, poor attendance and lateness, lack of student preparation, and lack of parental involvement. In addition, keep in mind that private schools are not required to keep students who have behavior problems. Lastly, generally speaking, your candidacy for a teaching position in a private school is enhanced if your religion matches the school’s religious orientation. Public Schools

Our public school system instructs more than eighty million children in fourteen thousand school districts, and the largest system in the United States is New York City with more than one million students in more than twelve hundred schools. Teacher turnover is generally lower in suburban school districts and significantly higher in city schools. Salaries tend to be highest in public schools, and retirement and pension plans provide more comprehensive benefits than do private or independent schools. According to the National Center for Education in 2011, 31 percent of all teachers were over fifty years old, 84 percent of all teachers were female, and 84 percent were white. In addition, only 1 percent had PhDs, and 17 percent have more than twenty-five years of experience. Considering these statistics, what are the ramifications for you? For you career changers, one interesting fact is that alternative preparation routes produce a higher proportion of male teachers. Twenty-two percent of teachers coming through alternate routes are

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men, compared with 16 percent of teachers entering the profession through traditional programs. Regarding the demographics of public school teachers by race in 2011, two interesting statistics are the smaller percentage of African Americans who have recently entered teaching (less than 10 percent) and the growing number of Hispanics entering teaching (less than 30 percent). In addition, the teaching force is shifting slightly toward more persons of color; the percentage of teachers who are white dropped from 91 percent in 1986 to 84 percent in 2011. The fastest growing groups of non-white teachers are persons of Hispanic origin and races other than black. Hispanics have higher percentages of males entering teaching—22 percent of Hispanic teachers and 27 percent of teachers who represent races other than white, black, or Hispanic are male. Again, alternate routes are bringing in more minorities than are traditional programs. Eighty-seven percent of teachers who have entered the profession through traditional college preparation programs are white, whereas 30 percent of teachers entering through alternative teacher preparation programs are nonwhite: 15 percent are Hispanic, 11 percent are black, and 4 percent are other races. Alternative teacher preparation programs are state programs designed to expedite the process of certification for noneducation majors transitioning to teaching. Contact your state education department (chapter 5) for details. Discussion abounds about which is the best option for student learning and professional teacher growth: public, independent, charter, or parochial schools. Understand that all four systems have wonderful educational institutions as well as poor performing schools. After a careful review, you have to decide on the best option for you. ADDITIONAL EDUCATION POSITIONS

Some teachers are moving into other school positions including school librarians, reading specialists, instructional coordinators, guidance counselors, and administrators. In addition, outstanding teachers are selected to be mentor teachers with a lightened teaching load and higher pay. Further preparation is required for all of these positions. These options are mentioned as additional alternatives to the classroom and,

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of course, the potential increase in teaching positions. Consider these additional education-related occupational opportunities: Adult Education Teacher Alumni Relations Coordinator Athletic Coach Athletic Director Child Life Specialist Curriculum Specialist Day-Care Administrator Dean of Student Affairs Education Management Specialist Educational Administrator Educational Researcher Educational Therapist Employee Training Instructor Financial Aid Counselor Grant Writer Guidance Counselor Historic Site Administrator Instructor, College or University Librarian Library Consultant

Media Center Specialist Missionary Worker Preschool Administrator Principal Professor Registrar/Admissions Director Rehabilitation Counselor Resource Teacher Sales Representative School Psychologist Social Worker Special-Education Administrator Speech Pathologist Student Affairs Administrator Student Personnel Administrator Superintendent Training Manager (Adapted from St. Francis College Career Center)

RECIPROCAL CERTIFICATION

If you become certified in teaching in a state with a surplus of teachers, you can become a teacher in another state through reciprocity agreements. To consider this option, contact your state’s department of education to determine the requirements for transfer or visit the National Association of State Directors of Teacher Education and Certification (NASDTEC) site that focuses on its interstate agreement to facilitate the movement of educators among the states. To summarize its most salient points: • The agreement makes it possible for an educator who completed an approved program and/or who holds a certificate or license in

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one jurisdiction to earn a certificate or license in another state or jurisdiction. Receiving states may impose special requirements that must be met in a reasonable amount of time. • The agreement is a collection of more than fifty individual agreements by states and Canadian provinces that summarizes which certificates states will accept to allow the holder to teach in their jurisdiction. • One state may accept the certification from another state, but the “sending” jurisdiction may not accept applicants from a “receiving” state. It is not necessarily a two-way agreement. In addition, NASDTEC publishes a knowledge base online to provide information about certification requirements in all states and Canada, and a directory of associate members. NASDTEC publishes critical papers and runs a national conference each June. Go to www .nasdtec.net for details or contact: Phillips Rodgers, Executive Director NASDTEC 1629 K Street NW, Suite 300 Washington, DC 20006 Tel: (202) 204-2208 Fax: (202) 204-2210 As you consider a myriad of teaching options, do not neglect your retirement plan. Our careers unfold rapidly, and the fastest-growing segment of the population is people over one hundred years of age. Obviously, teaching has its personal rewards, but you have to consider your well-being for a long life and the well-being of your family. Keep in mind that the 46 percent of all teachers who leave the profession within five years probably do so because they were at the wrong school, not because they were in the wrong profession. Questions and Answers with the Author

Q: How do I know what grade level I will be best suited to teach? A: This is one of the most frequently asked questions by aspiring teachers, and a difficult question to answer for someone else. To begin, I

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have worked with students K–college, and I can honestly say I have enjoyed each experience. One interesting aspect of supervising student teachers is the fact that after the initial placement, a student teacher will proclaim: “This is the grade level for me.” However, their perspective often changes after the next placement. Let’s look at three distinct levels: elementary (grades K–6), middle school (grades 6–8), and high school (grades 9–12). (Junior high can be grades 7–9.) Elementary—Children at this level say just about anything in class without fear of criticism from peers. Considerable teacher time is spent on developing plans that help build self-esteem and teach life lessons. Young children absorb information very well, and at this level teachers focus on the basics of reading, writing, and arithmetic to build a solid foundation. Subject areas in history, art, and science will also be considered. Parents tend to be very involved in school at this level. Another issue that elementary candidates seldom consider is the lack of teacher movement from class to class: you are assigned one classroom for the entire year. This room becomes your domain, complete with all materials (texts, manipulatives, and study aids), and the care and pride with which you decorate your room speaks to your priorities and professionalism. In addition, at this level you will teach on average 20–25 children and spend the entire year with them, getting to know them very well. Middle School—At this age, the children are very conscious of how they are perceived by peers and are more concerned with peer acceptance and being popular. Suddenly, students are guarded. Where once a free flow of ideas was the rule, now everything is scrutinized and evaluated by classmates and the student. With hormones racing and any thought of honor courses, the SAT, and a college education lightyears away, frequently students at this level are behavioral. This is a crucial time because students and parents do not realize that entrance into high school honors classes requires diligence and academic success at this level. It is very difficult to move into honors classes after you begin high school if you were not selected out of the eighth grade. Middle school teachers can build upon the previous academic foundation; and in school districts with a focus on academic continuity and building-tobuilding communication and coordination (unfortunately, not always a

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frequent occurrence), this can be a rewarding level. With the growth of Facebook, the cyberbullying that is prevalent, and the access young children have to inappropriate websites, effective middle school teachers will focus on teaching tolerance and understanding. The emphasis on test scores can be somewhat diminished, whereas the development of a sense of self can receive more attention. High School—Teaching high school allows for more student higherorder thinking as more challenging lessons in your specialty are presented, students become more independent and (hopefully) have learned “how” as opposed to “what” to think. A more fast-paced environment exists as teachers typically move from class to class and are responsible for teaching 100–150 students in five classes each day. In core courses (English, social studies, science, math, and foreign language) the duration of responsibility is one full year. Special classes such as health, physical education, art, and music may be a semester or a quarter in duration. As students get closer to the college application process, more parental and student emphasis is placed on grades as college acceptances hang in the balance. (Have a rubric and be able to explain exactly how you arrived at your grades.) Cliques are more prevalent; students who are not part of a group or who are perceived as different are ostracized. The creation of a positive, welcoming classroom environment can be a safe haven where success breeds success and building self-esteem takes center stage. Q: What population should I consider? A: I have worked in one of the most affluent school districts in the country and in a district where some children are so poor they sleep in the subway system. When I wrote my dissertation, I interviewed dozens of school principals, and all agreed that if we took the teachers in the most affluent district and switched them with the teachers in the poorest district, test scores would not change in either location. The reason? You cannot minimize the role of the parents. This is not to disparage the influence of teachers, but rather to underscore the importance of parental guidance and the value parents place on education. With the continual breakdown in the family unit, students need teacher support and guidance now more than ever. But in a home environment where study guides, parental support, sufficient food, and hope may be

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in short supply, a teacher who has the desire and ability to truly make a difference, must. This is not to say that students from affluent families do not need teacher guidance and support. In the affluent district where I worked, there was indeed poverty—not monetary poverty but a poverty of values. While mom and dad traveled the world making their next million, some sons and daughters were left at home alone getting involved in experiences they would regret for the rest of their lives. Yes, overall most of the students were academic whiz kids, but in some instances, they were deeply troubled and confused. Also, keep in mind that if you are of a particular nationality or ethnicity, or speak a foreign language, applying to a school district where a majority of the students have a background similar to yours is a plus. Although I believe it is important for all students to learn from teachers with different perspectives and from different backgrounds, realistically, your chance for employment is enhanced when your background matches that of the majority student population. Q: How do I decide between a public, charter, independent, and parochial school? A: This is another of the most frequent questions I am asked, and my answer is that you have to evaluate what is important to you and what school/system will fill your needs. When you first graduate from college or when you are transitioning from the business world, the tendency is to take the first offer you receive. That is entirely understandable because your finances may be dwindling and you don’t know if another offer is forthcoming. However, five primary factors affect your decision. Let’s consider each one: Salary/Benefits: Public, charter, and independent schools will generally be comparable in salary when you start teaching. Parochial schools generally pay a lower salary. As a new graduate, you have little room for negotiation; a salary scale exists, and you will be paid according to the contract. There may be some negotiation for a career changer as life experience may be taken into account. Determine what salary you need and whether you can pay your bills. Keep in mind that you may be able to supplement your salary by coaching a sport or moderating an activity. Teaching summer school

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may also be an option. In addition to supplementing your salary, understand that by assuming additional responsibilities you enhance your contribution and impress decision makers. Lastly, consider the benefits and retirement plan. Proximity to home: Do not underestimate the travel time to and from school. Are you going to drive or use public transportation? What is the approximate cost per month? How long will the commute be each way? What impact will the commute have on graduate school enrollment or the supervision of activities? Most important, how will your school responsibilities and travel time impact your personal/family life? In this vein, consider the typical school day (charter schools typically have a longer school day) and how this will impact graduate school. If the school day ends at 6 p.m., graduate school attendance during the week will be difficult. How effective is the school? As I state in chapter 7, gather as much information about the school as you can to determine whether your philosophy matches the school mission. Is the principal a democratic leader who is child-centered or an autocrat intent on creating a power base? As you visit the school, meet staff, and watch the interaction, what impressions are created? Do you feel a cooperative spirit or sense an “every man for himself” mentality? Obviously, working in an environment where staff are committed to helping children while working together to achieve that end is an exciting, rewarding opportunity. What is the school’s future? Catholic schools across the country have consolidated to a considerable degree; and in New York, for example, a number of ineffective public schools have been closed or are scheduled to close. Some charter schools across the country have also failed. I began my career in an innovative high school that closed after three years for lack of funds; in my first year of administration, a teacher strike threatened to close our parochial school. Only a lastminute compromise kept the school open. Review the school’s report card online and check its website. If the school is successful, look further at enrollment. If you accept the job offer, are there potential staff cuts to worry about if enrollment is dropping? How much support will I receive? In a democratic environment and an effective school, you will no doubt receive quality support from

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helpful staff. Ask if there is a mentoring program and size up the chairperson, assistant principal, or lead teacher. Your task of learning the ropes, your effectiveness, job satisfaction, and teaching longevity in the school will probably rest more with the adults you interact with than the children you teach. Q: Can we ever be sure that one school choice is the right decision? A: Unfortunately, no. But if you gather as much information about a school and the personnel as you can, you can make a reasonably intelligent decision. Q: I realize that urban schools offer more opportunities to teach, but I have some anxiety about whether I will be successful. What are some of the problems I might encounter, and what are some of the possible solutions? A: One of the most rewarding experiences I have ever had in my career as an educator was working in an inner-city school. Having said that, many teachers have difficulty succeeding in an urban setting for a number of reasons including the following: • The backgrounds of the teacher and students are decidedly different, and motivating inner-city students may be a difficult proposition as a result. Given the disconnect between the teacher and students due to very different life experiences, the teacher fails to relate the content to student concerns. No practical applications are established, student enthusiasm does not materialize, and purposeful learning does not take place. Instruction is inappropriate. • Frequently, students in the inner city have not experienced academic success and, as a result, lack the confidence and determination to succeed. • Some teachers have preconceived, negative ideas about student capability and inadvertently discourage students with negative comments and low expectations. • Peer pressure inhibits students who want to succeed because a value on learning is not generally present and academic growth is sometimes not viewed as desirable.

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In order to be successful working in urban schools with a population having different life experiences than you, you must promote the idea that your students can succeed. Everyone has strengths and challenges. For example, a close friend of mine never graduated from high school, isn’t published, and would probably have considerable difficulty public speaking. But he can take apart an engine and put it back together, supervise the building of a house, install a heating system, or rewire your home. Much to my wife’s dismay, I am not handy at all and I break out in a cold sweat when I hear the word “spackle.” Understand that your students absolutely can succeed, but they have been waiting for someone who believes they can and won’t give up until they do. Once you truly believe your students can succeed, provide motivation with genuine, positive feedback, structured time, opportunities for success, and lessons that are relevant to their life experiences. Get to know your students and learn their strengths, challenges, and interests. Help them to formulate a life plan and establish the correlation between academic success, realistic goals, and a meaningful future.

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CHAPTER 2

Characteristics of Effective Teachers

They may forget what you said but they will never forget how you made them feel. —Carol Buchner

Having supervised hundreds of teachers as a school administrator and supervisor of student teachers, I have had the opportunity to observe a number of gifted educators. In addition, I begin each semester by asking the students in each of my classes to list the ten most important characteristics of the great teachers they have had and to describe, in writing, the very best teacher they have experienced. What separates the truly great instructors? What was the environment like in those outstanding classrooms? Knowledge of the subject does not usually make the top ten characteristics, but the ability to relate the content to student concerns always does. Obviously, a teacher has to know the subject matter, and if we polled administrators, no doubt command of the content would head their list. But what good is that knowledge if you have no ability to put the material in terms students can understand and the content is not made relevant? One primary reason why more experienced, older career changers have an edge over recent graduates is the life experience they bring to the equation. Transitioners can relate course content to the real world more effectively and can enable students to connect with the subject on a personal level more readily. The research, results of surveys, and experience all lead us to conclude that the following characteristics are key to determining a teacher’s long-range impact.

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MAKES LEARNING RELEVANT

If we had the ability to snap our fingers and invisibly sit in the back of any classroom in this country, we could determine in about ten to fifteen minutes the long-range impact of the teacher we are observing. We would not accomplish this projection by looking at the teacher, but rather by focusing on the students. What are they doing? Are they engaged? Are they actively searching for an answer to a thoughtprovoking question? Are they thinking? Listening? Are they asking questions? Are they expressing opinions? Are they taking notes? Are they being challenged? Before I got to college, my dad had suffered a massive heart attack. If I intended to be the first person in my family to graduate, I would have to earn some money. During the summer, I unloaded freight cars and loaded produce trucks. I impressed the supervisor with my work ethic, and, after the summer, he would call me periodically to work the night shift. The money was good, but the work was hard, especially while taking eighteen credits and playing on the basketball team. At the end of my shift, I would rush home, shower, and grab some breakfast. Then I was off to school. One day in the third month of my first semester, after working the night shift, I asked a question in my early morning class. Peering over his glasses, the professor said, “What is your name?” “Leibman,” I said, “Peter Leibman.” “Well, Leibman,” he said, “I don’t know what you’re talking about and I don’t think you do either.” Immediately, he went back to his lecture. That was forty-five years ago, and yet I still remember his words and how insignificant I felt at that moment. How many questions do you think I asked in that class the rest of the semester? How many questions do you think anyone else asked? What an absolute tragedy. He was a brilliant man, but he never considered relating the content to us. And unbeknownst to him, we really did want to learn, but instead, we took turns cutting his class to talk about life at the Italian Kitchen, a restaurant across the street from school. I always wanted to be a teacher, but I decided at my moment of insignificance what being in my class would be like someday. A straight lecture with absolutely no interaction with students is clearly not good

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teaching. In this case, the professor focused on what he taught, never considering the content’s relevance to us, or what we learned. He also knew nothing about us and didn’t care to as long as he completed his lecture—a lecture no one heard. HAS THE ABILITY TO SPEAK PUBLICLY

Every family has that one lovable relative who takes twenty minutes of your life to tell a two-minute story. Then, there is that monotone teacher who puts you to sleep, or the totally disorganized instructor who asks vague, convoluted questions that confuse. Clearly, public speaking is difficult to master, and surveys about common fears often show fear of public speaking at the top of the list. Remember to build your confidence by practicing the craft of public speaking, choosing just the right words and speaking clearly and succinctly. The confidence you display, the strength of your presence, and the impact of your message can have a long-range influence on your students. Whether you teach third graders or high school seniors, remember that children are sophisticated. They know a phony when they see one, so always be honest, speak from the heart, and don’t be reluctant to share yourself with the class. If your students believe you care (and your words tell the story), they will strive to succeed to make you proud. In my first year as an assistant principal, the principal asked me to represent our school at an awards ceremony. I was seated at the first table with a number of local politicians and dignitaries. Seated next to me was Monsignor Anthony Bevilacqua, who was to receive the most prestigious Humanitarian of the Year award. Prior to the start of the program, as the master of ceremonies passed our table, the monsignor asked if he would be required to say anything. The master of ceremonies told the monsignor “no” and “don’t worry.” An hour later, Monsignor Bevilacqua was called to the stage to receive his award, and the master of ceremonies explained that the monsignor was also the guest speaker! Unfazed, the monsignor smiled and proceeded to give a thirty-minute presentation about educating our

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youth and the importance of great teachers. He spoke brilliantly and left the stage to a standing ovation. As he arrived at his seat, he raised a hand to acknowledge the crowd, winked at me, and sat down. He then leaned over to me and said, “Peter, always be prepared.” What was so striking about the monsignor’s presentation was his confident demeanor, clear voice, word choice, message, and personal stories that resonated with each of us. PLANS EFFECTIVELY

Not everyone has the gift of being able to speak effectively to a large group, but when you present to your class, your presentation is enhanced by thorough planning. Consider the organization of your lesson, the objective, motivation, pivotal questions, and the relevance to students. Be a good listener, and strive to engage your students. If you want to elevate the quality of your teaching, speak less, as higher-order thinking replaces mere memorization of facts. After all, we can always determine who’s wrong when two people argue: it’s the person doing most of the talking. The Learning Tree is a table from National Training Laboratories (NTL) that indicates students will remember only 5 percent of a straight lecture. CREATES A POSITIVE LEARNING ENVIRONMENT

As an assistant principal and supervisor at a private high school, my primary responsibility was to observe teachers and improve instruction. I was twenty-eight years old, and a number of the teachers on staff had been teaching since before I was born. One teacher in particular had a reputation for being the most negative person who ever lived. Colleagues, students, parents, everyone was of the same opinion, and for good reason. Before I observed him, I checked his file. In his thirtyfive years of teaching, he had been observed only three times, and each evaluation was positive. Everyone thought he had a command of the material, but students didn’t like him, parents complained, and except for a few staff supporters, other faculty members avoided him. We scheduled an observation,

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and as I sat in the back of his classroom for the start of class, he wrote a homework assignment at the board. “I don’t understand why I’m writing this assignment,” he said. “Most of you aren’t going to do it, and if you do, you’ll get it wrong anyway.” The students sat there in silence and few bothered to write down the assignment. Four thoughts crossed my mind: 1. 2. 3. 4.

He was very intelligent. No one was learning anything. My evaluation was not going to be received very well. Was my former job at the airport still available?

For the next forty-five minutes, I wrote down about twenty-five additional negative comments—everything from “you kids are stupid” to “you’re all not going anywhere in this life.” What a disaster. We scheduled a post-observation conference for the following day— he was eager to know my thoughts. I said it was obvious to me that what he didn’t know about math probably wasn’t worth knowing, but he did not interact with the students. Then I showed him a list of his twenty-five dream-stopper statements. He looked at the comments in disbelief and replied that no one had ever called him “negative” before. At one point he asked, “I actually said that to my students?” To be honest, I don’t know whether I got the straight story from him. It seems inconceivable that he would not recognize such an obvious shortcoming. But I did return on numerous occasions to observe him both formally and informally. He was more positive, some interaction with students did take place, and complaints from parents dropped considerably. Consider those thirty-five years. How many students had walked into his classroom? How many lives had he touched? What might have been? Now, whether I have a class of twenty-five or ten, I make sure I know every student’s name and something about his family, background, and interests after three classes. I do this by securing a writing sample in which I ask students to tell me about themselves (which also gives me a sense of academic level); then, I ask them to introduce themselves to the class and share their story. We sit in a circle so that we are all on

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equal, nonthreatening footing. If I sense reluctance or timidity, I begin. Usually, I go last because students are so excited about this type of opportunity that everyone wants to share. Frequently a dialogue ensues as students realize that even in a diverse population, there are more similarities than differences between us. It is amazing how many times students will ask questions of a presenter, friendships begin to develop, and the students feel comfortable. To ensure a positive learning environment and encourage class participation (after all, my students are teachers in training), participation counts for 20 percent of the final grade in my class, and extra credit is awarded to anyone who contributes often. Students are also told they will never be called on unless they raise their hand. No doubt, some educators out there are having difficulty with that one—but let me explain my rationale. No one wants to be embarrassed or feel the pressure of potentially looking foolish when he doesn’t know an answer. Being comfortable is the goal—when we are relaxed, we are more confident and we contribute more readily. There is a direct correlation between our comfort level and participation. Even with these steps, there will always be a few students who are reluctant to participate, so I speak to them privately and try to encourage them. If they do raise a hand, they are called on first. They are reminded five or six times a semester just how important class participation is. Mutual respect prevails because there are no dumb questions or stupid answers. My receptivity to all views encourages maximum interaction; and if any answer is not exactly what I’m looking for, I probe so that everyone is able to arrive at an acceptable response. By the end of the semester, everyone is contributing in an open dialogue. CHECKS PREJUDICE AT THE DOOR

Six years ago, I taught two summer courses at St. Francis to a group of adults continuing their licenses. Cliff, an openly gay man, was in both classes. In our first class, several men in the back of the room snickered uncomfortably when Cliff spoke. After taking attendance and reviewing the syllabus, we went to the circle to share our histories. Cliff

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shared his pain of not being accepted in high school and his dream of becoming a full-time teacher. Everyone was riveted by his open comments, and all of us were touched by his honesty and sensitivity. After Cliff spoke (he went third), everyone shared details of their lives, and several students cried. The two students who spoke before Cliff asked if they could add to their stories, which they did after we all had a turn. These were two of the most productive classes I have ever taught, and all of my lessons that summer were class discussions of educational philosophy and effective teaching methods that went way beyond the curriculum. Cliff was the primary contributor. Four years ago, I got the following e-mail: Dear Dr. Leibman: Two or three summers ago, you taught two courses for subs looking to continue their licenses. Clifton Turner was in both of those classes. In case you don’t remember him, he had blonde hair, was an artist and openly gay. You wrote on one of his papers that if you were still a principal, you would hire him in a minute. I thought you might want to know that Cliff talked about you and your class often. It meant a great deal to him. Cliff died on April 14, 2010 of end stage liver disease; he was 38. Thank you for making such a great impression. I’m a teacher for 12 yrs; I received my BA at SFC (Dr. Sardy was my mentor; I also took a lot of courses with and did some work for Pat Vardin. As great as they were, neither of them ever made the kind of impression on me that you made on Cliff in two courses). Michael Di Schiavi

Regardless of the grade you teach, create an environment where respect and understanding prevail. Remember that race, nationality, gender, religion, and sexual preference do not matter in your classroom. Focus on the kind of people your students are—what’s in their heart? There has never been a study to indicate that one race or nationality is more intelligent than another, and there never will be. Not only are you trying to teach your students how to think and accumulate knowledge, you are also trying to produce better people. By modeling a prejudice-free persona, you will encourage the development of self-esteem and limit the divisiveness that grows from

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ignorance and intolerance. If you cannot do that (because you have your prejudices), stop reading now, take this book back to the bookseller, and try another profession. CREATES OCCASIONS OF SUCCESS

I observed an early childhood class last semester in which a first grader ran to the front of the room to share his drawing with my student teacher. “That’s nice,” she said, hardly looking at the work, she was so intent on teaching the lesson. The boy was obviously deflated and walked slowly back to his seat with head bowed. In our postobservation conference, I explained to my student that if she had gotten everyone’s attention and spoken with pride to the class about the boy’s work, the outcomes for the boy, the other children, and for her would have been significant. She would have enhanced his self-esteem by celebrating his success while showing the class that good work would be recognized. No doubt, the children would strive for the same approval; her focus would have been on the positive feelings of the children, not solely on the completion of her lesson. Create as many genuine occasions of success in the classroom as you can. Then, watch what happens. SEES EVERYONE

Early in my career, I was teaching a poetry class to high school seniors. Jennifer was the star in the class. Intelligent, interested, articulate, and the top contributor to our class discussions, she helped set the class tone, and all of the other students followed her lead. Our class discussions were quite insightful until one day Jennifer stopped contributing, instead just staring out the window. Even in a class of thirty-five, I noticed her verbal absence and I asked her what was up. Rather matter-of-factly, she confided that she had been raped in the foyer of her apartment building. Her biggest fear was whether she could get from her apartment to the street without being molested.

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Our conversation brought me to the realization that perhaps my classroom lessons were not the most important part of my students’ day and that being cognizant of the “signs” students reveal would help me be a better teacher. Our support staff helped Jennifer deal with her tragedy. Although I doubt she will ever forget it, I was always hopeful she had been able to, in some way, move on. At a recent school reunion, a former classmate of Jennifer’s told me that Jennifer is now happily married and edits children’s books. Understand that our children are sometimes bombarded with the wrong messages and experiences, and that incidents in their lives can effectively derail a promising academic career. If they are not excited about your class, it might have less to do with you and more to do with personal events in their lives. THINKS OUTSIDE THE BOX

After one year as an English teacher, I became an assistant principal for discipline at the school. One of my students, Isaac, who previously had an exemplary attendance record, started missing school just about every day; an overzealous social worker had opened Isaac’s file and told him that he was adopted and that his biological parents were an interracial couple. Everything about his life he had thought was true was not, and he could not deal with the reality. I called his home and told him that the next time he was absent, I was coming to his home to drive him to school. Sure enough, the next day, he was absent. I told the principal, Robert Muccigrosso, a man who shared my philosophy and who gave me considerable latitude, what I wanted to do. He agreed. I drove to Isaac’s house about ten miles from school. His mother greeted me at the door and told me she could not get Isaac out of bed. “Mr. Leibman wants to talk to you,” she said. Thinking I was on the phone, he said, “Tell him I don’t want to talk to him.” With mom’s permission, I went to his room and told him to get dressed. Startled, he got up immediately, dressed, and got into my car for the drive to school. Not a word was spoken until we were about three blocks from school.

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“So, Mr. Leibman,” he said, “what happens when I’m absent tomorrow?” “Then, I’ll come to your home and get you,” I said. Looking over at Isaac, I believe I noticed a slight smile. For the remaining year and a half of his high school career, he was never late or absent again. Please note: I am not suggesting that you leave your school or go to a student’s home if his attendance is poor. I was in a unique situation working with a supportive principal. What I am suggesting is that sometimes reasonable, unconventional means are required to help our students. Always consider the reason behind an infraction. SEES STUDENTS THROUGH—DOESN’T SEE THROUGH THEM

Anthony was definitely a favorite student of mine—gregarious, personable, and a quality person. He had an integrity about him that was striking, yet he was just a bit mischievous. As an assistant principal for discipline, I learned that Anthony had taken late passes from the guidance office for his use and the use of his friends. Anthony had a penchant for cutting one teacher’s class (I couldn’t really blame him—the teacher was awful; all he did was show films), so the passes came in handy. When confronted, Anthony was true to form and admitted his indiscretion. I imposed the standard penalty—detentions. But my administrative colleague, an older assistant principal, wanted the administrative team to consider dismissal—this was a private school. I argued rather strongly that that was a complete overreaction, and, fortunately, the group agreed with my assessment. Eventually, Anthony graduated from St. John’s law school, attended the Wharton School, and is now CEO for a leading malpractice insurer. He is married and has three beautiful children. We still joke about the late passes, but you can speak with anyone who knows Anthony and everyone will say the same thing about him—they do not know a finer person. HAS TECHNOLOGICAL EXPERTISE

Be cognizant of different learning styles and use a variety of instructional strategies with software applications and technology. This

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encourages interaction and enhances student learning. As students become more comfortable with using technology at a younger age, teachers will be expected to use technology in the classroom to a greater extent. Note: Although the following abilities are important skills for all teachers to possess, they are especially important for special-education teachers. HAS THE ABILITY TO ANTICIPATE

In 1999, New York State determined that foster parents who were not formally adopting a child they cared for would have to relinquish all custodial responsibilities. As a result, four-year-old Michael was removed from the only home he had known and over the next six months transitioned to five different foster homes. An extremely bright boy, he was angry, frightened, and quite behavioral. Shortly after his removal, in the midst of his personal chaos, he became a student in Eileen’s preK education class with fourteen other children. In the six weeks Michael had been a student in her class, Eileen cringed at the lunches he brought to school; stale bread, hard cheese, and spoiled meat were the rule. He was dirty, hungry, and despite a tough exterior, brokenhearted and confused. The day before Halloween, the children talked excitedly about the costumes they would wear the next day. Michael boasted that he was going to dress as Superman. Given the fact that Michael’s foster mom had all she could do to satisfy his basic needs, Eileen determined that Michael would not have a costume for Halloween, so she purchased a Superman costume for Michael and several other costumes for any other child in need. On Halloween, Michael exited the school bus and arrived at the school with his chin buried in his chest and a look of despair on his face. When Eileen asked him about his costume, he cried as he answered that he didn’t have one. “Yes, you do,” she said. “I have it in the classroom.” Michael’s whole affect changed in a heartbeat as he put on his Superman costume and proudly showed the other children and staff.

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IS ABLE TO MAKE ACCOMMODATIONS

A seemingly small success can be a child’s biggest accomplishment. Alberto was a sweet four-year-old boy with cerebral palsy. He did not speak or walk, and his receptive language was limited. Yet, his smile warmed the heart of his art therapist/teacher. Although his motor ability was limited, his stamina and effort were boundless. Each day, his teacher, Eileen, would place him in his prone stander. His legs were stiff and his fingers were gnarled due to his physical condition, but she wanted him to experience the excitement of making painted marks on paper. There had to be a way. She wrapped an easel brush with cushioning and placed it between his stiff fingers to provide a snug fit. Hand over hand, teacher and child dipped the brush into the paint, and Alberto was prompted to bring the brush to paper. He made contact with the paper and created a small line about an inch in length. His eyes gleamed with excitement as Eileen celebrated his achievement with positive tone, words, and body language, which prompted more joy in Alberto. UNDERSTANDS THE IMPACT OF HER PRESENTATION

Our body language, tone, and word choice let our students know exactly how we feel about them and can fortify their positive or negative assessment of themselves. Gabriel, who was mentally disabled, often smelled of body odor because his parents failed to bathe him regularly. Although cognitively challenged, he “knew” when Jane, a newly hired teacher aide, would talk about his odor with disdain. Gabriel did not speak, yet the slightest droop to his head was apparent when Jane began speaking about him. Jane was asked to leave the program within a week of being hired. PROVIDES A COMFORTABLE, NURTURING ENVIRONMENT

Your classroom should be a physical environment that is accessible and stable where children feel comfortable in a nurturing, nonthreaten-

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ing, learning environment. Some special-needs children do not have a self-regulating skill set and can be highly impulsive. Your classroom should display your awareness of these facts, and the children should be calm. Your class schedule should contribute to this sense of security as students anticipate events without apprehension. IS A MOTIVATOR

Kyle was a bright but emotionally disturbed child; he was tentative, rarely spoke, and had low self-esteem. He had learned from his parents that he could not do many things related to the performance of a typical, age-appropriate child. He was always anxious and refused to try to develop any new skill. Yet, in his classroom, where every attempt was celebrated, Kyle became aware that it was OK to try and not always succeed. He watched other children closely and saw how they were encouraged for their efforts. One day he meekly approached his teacher to ask if he could try to cut with scissors. What a positive step for a child with such low selfesteem. Colored paper was chosen and his teacher cut a thin paper strip so that when Kyle opened and closed his scissors, he would quickly see the consequence (paper cuttings) of his behavior (cutting). Hand over hand, Kyle and Eileen began cutting as paper cuttings began to fall on the table surface below. Confidence soared and a huge smile appeared on his face. If he could cut, what else could he do? IS AN ADVOCATE

Parents relate to their children’s challenges in different ways. Some are hopeful for the future whereas others come with their own significant set of insecurities. They are uncertain as to how to secure appropriate services for their child and need a special educator who is an advocate. Remember that the parents are an important part of their child’s progress, development, and self-esteem. Trust must be established between the parents and the teachers so that the parents recognize your care and have genuine interest in their child.

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Understand that all parents have dreams for their child’s success, and when their child is first recognized as being different with skills that do not measure up to perceived age-appropriate abilities, hope can be lost and dreams can be broken. You must support them and help them understand that their child’s goals will be different and any achievements must be celebrated. IS A TEAM PLAYER

We can best address the needs of special children when we work cooperatively with parents and professional staff (speech and language pathologists, occupational and physical therapists, social workers, and psychologists). All parents must be open to working together to provide the best environment throughout all domains (cognitive, emotional, social, language, speech, and fine and gross motor). The classroom teacher should be cognizant of the child’s performance in interactions with therapists. Open communication is crucial in order to better understand the child. IS ADAPTABLE

Special-education teachers can be professionals who work with gifted children, and must be ready to upwardly spiral their curriculum to meet the enhanced, intellectual curiosity of their talented students. Yet, children with intellectual gifts are sometimes challenged socially. Their focus tends to be academically driven while their social skill sets, many times, are not as developed as those of other students the same age. IS PATIENT

Remember that you need boundless patience working with children, especially those whose progress is extremely slow to present. Considerable repetition will be required, and the pace in a special-needs classroom is significantly slowed in order to deal effectively with the global needs of the children. Progress is relative to each child’s performance level rather than the fast-paced mainstream standards.

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WHY DO YOU WANT TO BECOME A TEACHER?

You may want to become a teacher for any number of reasons, and some are more predictive of success than others. If you examine again the characteristics of effective teachers listed above, the following reasons for becoming an educator would appear to be prerequisites: • You have a passion for teaching: If you are excited about your subject and teaching, your students will catch your enthusiasm because passion is contagious. Your creativity will enhance your presentation and allow you to relate the content to your students. • You love children, and you believe in their potential and that all of your students can succeed: You will establish a positive learning environment where opportunities for success exist each day and everyone is treated with respect. • You believe you can affect the future: You look beyond one lesson and consider the development of the whole child. You realize you cannot calculate your contribution, but you recognize the significance of your role. • You have a need to serve: With you, the focus has never been on power or money. You live your life with integrity, honesty, and understanding, and you always try to help other people. • You understand emotional needs: You are always conscious of the feelings of others, and children are always comfortable in your presence. • You have good communication skills: You have the ability to say what you mean and effectively get across your point. Your presentation is organized, and you instinctively select the right words. • You love learning: You realize that lifelong learning should be our goal, and you want to encourage your students to love learning and recognize the need to grow. • You have a sense of humor: You never take yourself too seriously, and thoroughly appreciate the joy you experience interacting with your students. Our funniest moments are real-life situations. Other reasons why you may want to become a teacher that are less predictive of success include:

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• • • • • •

Summers off and flexible schedule Conducive to raising a family Good salary, benefits, and retirement package Growth opportunities Constant interaction with people Financial incentives to repay student loans and provide housing

Questions and Answers with the Author

Q: I really want to become a teacher, but I’m concerned about the overemphasis on test scores. Am I going to be evaluated solely by test results? A: Some of my student teachers the past few years have complained of too much emphasis on memorization and test scores, and that higherorder thinking and skill development take a backseat. It is true that our students are being tested at unprecedented levels. We can teach our students to memorize anything, but that doesn’t mean they understand the underlying concept. When I was in grade school, Miss Santora insisted that each student in her sixth grade class memorize the definition of a scientific concept for the sixth grade assembly at Belmont Boulevard Elementary School. My word was “inertia.” Dutifully, I memorized the definition: “Inertia is the tendency of an object in motion to remain in motion unless acted upon by an opposite force.” And, on cue, I shared my brilliance with the assembly of parents, invited guests, and students at the Belmont Boulevard Science Fair. Miss Santora won plaudits as science teacher of the year, and I got a certificate with a gold star that made it onto the front of our refrigerator at home. There was only one problem: I had no idea what I was talking about. That was just like our standardized tests today. What exactly are we measuring? We are measuring a temporary recollection (think vocabulary workbooks) and not higher-order thinking and genuine understanding. Some years ago, I worked in the central office and I was asked to monitor standardized tests at elementary schools in a large school district. I watched as young children cried in fear and their parents agonized over test results. What are we doing?

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Keep in mind the direct correlation between family income and standardized test scores. Parents with a college degree and the monetary resources to pay for tutors and study guides can positively influence testing outcomes. Too much pressure is placed on teachers of poor children, and too much praise is given to teachers who teach the affluent. So what’s the good news? The good news is that educators and political leaders are finally realizing that test scores are overrated: teachers must teach children how to think and make learning enjoyable. Browbeating third graders into scoring well on a superficial standardized test is clearly not the way. Hopefully, the administrator who evaluates your performance will measure the affective, cognitive, and psychomotor improvement in your students. No teacher should be evaluated solely on the results of an insignificant test.

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Pre-graduation Advice for Future Teachers

If a seed of a lettuce will not grow, we do not blame the lettuce. Instead, the fault lies with us for not having nourished the seed properly. —Buddhist proverb

THE PLAN

You can accomplish your goal of becoming a teacher if you create an effective plan and understand that your college experience is really an apprenticeship. Your training and plan do not begin with student teaching, but rather when you begin your first semester. Any effective plan begins with three main questions: 1. What do you want to accomplish? 2. What methods will you use to achieve your objective? 3. How do you know when you have reached your goal? Obviously, you want to become a teacher, and you’ll know you got there when you are offered the job. The difficult part of the plan is determining what steps (methods) are required to achieve your goal. OVERALL COURSEWORK

Let’s face it, some professors will inspire you—light your candle— and some will not. Remember, your overall GPA does matter, so

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when you are required to take courses that are part of the core, focus your attention, ask questions, and answer questions. For the most part, you will get better grades in your education and content specialty courses because those are your areas of interest and expertise, but do not neglect core curriculum courses because a low grade or two will jeopardize your GPA, and some decision makers place more value on the GPA than they should. A former superintendent once explained that he would not interview any candidate who did not have at least a 3.5 GPA. “What about the student who took eighteen credits a semester and worked forty hours a week to pay tuition, or the single mom with additional responsibilities?” I asked. “Not all of us grew up in an affluent family,” I added. “You have to understand,” he said, “I have a school board and vocal community to answer to. They prefer a high GPA from what they perceive is a quality school.” Keep in mind that this is an affluent school district with an elitist mentality. Although the college you attended and your GPA are not necessarily the only factors determining whether you get the job, understand that graduating from a college with a poor reputation and/or a lower GPA may limit your options. Education Courses

Some advisers suggest that you hold off registering for education courses and take all core curriculum courses first. I disagree. By taking education courses as a first- or second-year student, you begin to build your foundation, are closer to sitting for your certification exams, get to know the education professors and department staff, and become eligible for education clubs or education honor society induction. Many education departments have a minimum GPA requirement for entrance, and courses in the core may compromise your candidacy to the education department. You also want the education professors to get to know you because membership in education honor societies, such as Kappa Delta Pi, require an overall GPA of 3.2 and 3.5 in education courses. (The stipulation for Kappa is that you have completed and/or are enrolled in at least twelve education credits.)

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LEADERSHIP EXPERIENCE

If you join a club such as the Education Society, or an honor society such as Kappa Delta Pi, become an active member in a leadership role to enhance your standing in the education department and to develop your communication, planning, and leadership skills. You need to separate yourself from your classmates, especially in a larger department, so that when the department becomes aware of an open teaching position, you will be one of the first students to be contacted. Kappa Delta Pi organizes educational conferences all over the country and publishes countless articles and books highlighting the latest educational trends and findings. As a leader, your attendance at these conferences and your access to educational studies will enhance your knowledge and provide significant networking opportunities. VOLUNTEER OR WORK IN THE EDUCATION OFFICE

At St. Francis College, we have five full-time faculty members, an administrative assistant, and a number of adjuncts for two hundred education students. I would not consider ours a large department when you compare it with other colleges and universities, but the paperwork is overwhelming. We rely heavily on our student leaders for clerical chores and research, and, not coincidentally, every former student volunteer is now teaching full-time. Understand that we get to know all of our students by the time they student teach, but our office workers are with us five days a week. In appreciation of their efforts and in recognition of their dedication and talents, we often recommend these students first. Keep in mind that teaching job opportunities are shared with the education office, not the career center. OBSERVATION HOURS

Some states require observation hours. Typically, for each education course you take (with the exception of student teaching), you are required to complete fifteen hours of observation in a school. Students

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are required to write a short paper comparing and contrasting two teachers in terms of teaching style, effectiveness, assessment, objectives, learning environment, discipline, and classroom management. Do not take these hours for granted. They represent an excellent opportunity to connect with potential mentors who can provide a pipeline to a teaching position. Teachers know teachers, and this is an opportunity to add to your network. The schools you observe could also be potential student teaching opportunities. DUAL CERTIFICATION

If you can acquire dual certification including special education, a foreign language, or ESL, you are more marketable, have more options, and are obviously a more attractive candidate. Consider the value you bring to a school. Also, don’t underestimate those special interests you have in sports or activities: you could fill a void as coach or moderator. WORK WITH CHILDREN

In addition to your academic achievements, letters of recommendation, and student teaching experience, when you apply for a teaching position, principals want to know if you have been successful working with children. Your prior “teaching” experience as a tutor, coach, camp counselor, or supervisor of an after-school or weekend program speaks to your interest and commitment to the profession. Your measured success establishes you as a quality candidate. Your successful accumulated teaching experience will be presented in the first paragraph of your broadcast letter (see chapter 7). Although working as a receptionist or waiter are opportunities to develop effective communication skills and are not negative factors for securing a teaching position, working with children and being able to substantiate your achievements have no substitutes. After you impress your supervisor, ask for a letter of recommendation that offers testimony to your dedication, competence, and character.

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The Content Specialty Courses

Again, connect with professors as you do with education instructors. Every department sponsors clubs and activities. Join these activities and assume a leadership role. Basically, follow the same route as you did with the education department. But be careful not to be overextended. In Classes

Get involved, ask questions, and voice your opinions. Every class has that one student who is quick to formulate a response to a pivotal question—be that person. Meet with professors one-on-one and maintain eye contact—do not be intimidated. If you see professors or staff members in the cafeteria or elevator, greet them. Your goal is to get your professors to notice you and get to know you. If they like you, when you do ask them for their assistance in securing a teaching job, the answer will most likely be “yes.” Develop Your Writing Skills

A concern that professors across the country have is the poor writing skills of students. Work at the craft of writing by improving your syntax and variety of style, eliminating unnecessary words, and searching for the right word to express what you mean. PROFESSIONALISM

It is always surprising to see the e-mail addresses of some students. Understand that [email protected] or misshotbody2015@gmail .com will not impress college professors or potential supervisors. In this vein, watch your voice mail message as well. As of 2014, Facebook had more than one billion users worldwide. Even though your professors or potential supervisors may not be members of Facebook or other social media websites, assume that

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everything you put on those sites will be seen by your professors or supervisors. So, be careful what you display on your profile. STUDENT TEACHING

Consider your student teaching experience as an extended job interview. Even if no job openings appear at your student teaching location at the end of your experience, if you were impressive, remember, principals find a way of making room for a quality candidate. And you never know who will retire at the last moment, take maternity leave, or move away! (In case you are wondering, one of my teachers did move to Utah on short notice to marry someone she met online.) In addition, principals will recommend outstanding prospects to colleagues at other schools if they cannot offer you a position. Be receptive to a substitute position or part-time work because these often lead to full-time opportunities. The Placement

Before I place any of my student teachers, I visit the school or have someone I trust visit the school to gather as much information about it as I can. The placement is crucial—I don’t want any of my potential teachers, after they have worked so hard, to be turned off to the profession because they were placed at the wrong site. At some colleges, student teachers pick their own placement: “Aunt Sally is the assistant principal,” or “Mike, the custodian, went to school with cousin Dominick; I know I’ll get a job there.” In a large college program, it’s difficult for a director to visit so many schools, so sometimes the placement office will rely on the student’s judgment. Although I do listen to student placement requests, I make the placement decision based upon my knowledge of my students and my assessment of the schools. If you have the latitude to select your placement, I suggest you pick a high-needs, high-achieving school. Here, you will encounter the real world where social issues provide a myriad of obstacles to student achievement, hope reigns, and solutions abound. Here, you’ll

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find children in need, and you’ll understand each day of your placement why you want to be a teacher. On a practical level, most certified teachers aren’t opting for a job placement with a diverse population of poor children. More opportunities exist here than exist in an affluent suburban community. Research Beforehand How to Have the Best Student Teaching Experience Possible

Prior to your first day of student teaching, research the school. Go to the website and learn as much as you can about test scores, faculty, administration, student demographics, and community involvement. What is the school “report card,” and where does the school rank in terms of state scores? Are there any major issues or concerns schoolwide or for your grade level(s)? Your goal is awareness. Befriend Everyone

Going into a school for the first time, you will be unaware of existing alliances. Who has the principal’s ear? Which staff members are part of the inner circle? Who are the most respected members of the staff? Who are the dream stoppers? Your goal is to have everyone in the school community see you as a true professional who is always willing to do the extras—put up a bulletin board, help to organize a staff party, or tutor children with challenges. With you, the answer should always be “yes.” In addition, everyone on the staff should be treated the same way—with respect. People draw conclusions rather quickly, and word gets around, so be outgoing and positive from day one. Learn staff names and their responsibilities, and always greet people with a pleasant “hello.” Key People Principal

Although principals usually approve student teachers, with so much going on in a school, feedback from staff members is initially what the

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principal will rely on to draw conclusions about student teacher competence. Make it a point to introduce yourself to the principal at the start of your experience. When you feel confident about a particular class and lesson, invite her to observe. Beforehand, make sure you know the names of your students and have a solid rapport with them. Positive interaction is key. A positive rapport with students is typified by an optimistic teacher affect and students’ feeling of comfort, which tells the observer that discipline problems will be at a minimum in your class if you join the staff. Poor classroom management skills are a death knell. Principal’s Secretary

Never underestimate the power of the principal’s secretary. That person screens all calls, types the minutes and agenda for all meetings, schedules all appointments, and is generally the confidant because it’s lonely at the top. It stands to reason that the principal’s secretary will know in advance when an opening is projected and who might be considered a good fit to fill it. Your Cooperating Teacher

When you begin student teaching, you will be reluctant to ask questions because you do not want to admit you don’t know something. Remember, the time to ask questions is when you start, because after a while staff will assume you know the answers. Learn from your cooperating teacher who will be receptive to your questions and supportive of your apprenticeship. Usually principals will not want to place a student teacher with a poor role model because they know a poor teacher will take advantage of the student teacher, spread her negativity, and benefit from doing less work. You do not reward the worst members of your staff with an extra set of hands. Having said that, some cooperating teachers have difficulty relinquishing control, insisting that you follow their lead and teach their way. You have to develop your own style. If you feel as though you are being held back, share your feelings with the cooperating teacher. You only have one student teaching experience. If the teacher is not receptive, and you feel uncomfortable, you should discuss the situation with your college supervisor. In addition, ask your cooperating teacher

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if you can visit other classes during a free period or prep. Observe other teachers often to compare and contrast different styles. Department Chairs

At the secondary level, the department chair will assign student teachers with the principal’s initial approval. Usually, the chair is the first person to know if a department member is retiring, taking maternity or disability leave, or moving to another school or profession. Frequently, the chair is viewed as the most effective teacher in the department, so this person is a valuable resource for lesson planning and appropriate methodology. Ask questions. Assistant Principal

Generally, assistant principals are more visible and approachable than principals, given the nature of both jobs. Do not be reluctant to approach an assistant principal and request that he visit your class. As part of the administrative team, assistants have a direct line of communication with the principal. If they are impressed with your teaching, the principal will know. Dream Stoppers

Unfortunately, every staff has those malcontents who sit in the faculty room (when they could be volunteering their time) and complain about the “dumb students, ineffective parents, and incompetent administrators.” Never offering a solution, they undermine the existence of effective schools. The principal assigns them classes where they will do the least amount of harm, and they do just enough to get by. They get tenure and “retire,” figuring they were untouchable. Avoid these people at all costs. If you agree with their negative assessment at ten o’clock in the faculty room, the principal will know by two o’clock the same day—and your chance of a full-time position in September just went out the window. Gravitate to the true professionals who prove daily that “burnout” doesn’t exist, because burned-out teachers never were dedicated to begin with. Great teachers never stop learning and never stop changing lives for the better. Seek out these people and grow.

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The Students

In addition to learning as much about the school, the staff, and the routines as you can, get to know your children and their names. I observed one very talented student teacher several years ago whose plan and presentation were impeccable, but he referred to every child as “you.” Interaction was limited, and his success was compromised because the “personal” side of the equation was lacking. In our postobservation conference, I explained that for my next visitation in two weeks, I wanted him to know every student’s first name or I would not be a happy camper. He obviously took to heart the message, because the next class was one of the best lessons I witnessed that semester. Needless to say, he now teaches full time. The Parents

Your interaction with the parents—potentially a strong voice of support—will no doubt be limited unless you seize the opportunity to connect. With administrative approval, attend parent teacher conferences; and at the childhood level, escort the children to and from the classroom to waiting parents. Depending on your level of class involvement and the self-confidence of your sponsor (even some veterans can be threatened by youthful talent), communicate with parents via phone, e-mail, or note to share the good news about student successes. All too often, only the negative appraisal is communicated. A positive word motivates the children and garners support from interested parents. A word of caution—the praise must be genuine. In addition, attend activities such as concerts or before- and after-school events; your involvement will be noticed, and your attendance will be viewed as another indication of your commitment. Your Lesson Planning

Your lessons will be much more effective if you know the academic levels and interests of your students. Work closely with your cooperating teacher to plan your lessons while maintaining your own style. Observe him initially to determine which methodologies work and which

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ones come up short. Don’t be reluctant to be yourself and be creative. Go for it. If student excitement surfaces and going off on a tangent seems likely, don’t be reluctant to go with the flow. You can always go back to your original plan. Always capitalize on obvious student interest; these lessons tend to be our most memorable because students will consider questions and ideas later that were only hinted at in class. I say this with the knowledge that the standardized test result craze is in full stride. Understand that providing a practical application—students relate their lives to the curriculum—will elevate thinking skills to higher levels. Coveted higher test scores will follow. Continually Assess Your Teaching

We all have difficulty being objective about our strengths and weaknesses. Ask for feedback and implement constructive criticism into your repertoire. In this vein, you may want to try video recording your teaching. You will no doubt be surprised at how you project. As a school assistant principal a number of years ago, I observed a veteran teacher who punctuated each sentence with “OK?” “I’m going to collect the homework, OK?” “Take out your textbooks and turn to page twenty-seven, OK?” I couldn’t take it after ten minutes. Then, I noticed that the class was really into the lesson, all were leaning forward in their seats, and, oddly, the student next to me at the back of the room was using a calculator. Curious, at class end, I asked the student what he was doing. He said that the students in Mr. Smith’s class ran a pool every day. Everyone put in a dollar and whoever got closest to the number of “OKs” won the pool. We often do not realize how we project unless someone tells us (I did in this case) or we video record our lessons. Video recording is a valuable tool that is seldom used. Attendance

Avoid taking any other courses when you student teach because the staff and the children come to depend on you. Student teaching should be your full-time job. In New York State, you must attend student teaching a minimum of four full days a week and a total of three

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hundred hours per semester. Know the requirements in your state. In addition, be certain to notify your cooperating teacher if you are unavoidably late or absent. If you cannot speak directly to the cooperating teacher, make sure you make contact with the secretary or administrator in the main office. At the End of Student Teaching

At the end of your experience, personally thank the principal for the experience and provide your broadcast letter, résumé, and reference list. Express your interest in any opportunity to work in the school and ask if any open positions are anticipated in the near future. Ask about subbing, working part-time, supervising an activity, or coaching a sport. Ask about an introduction to other principals who might have openings. Also, supply your information to the cooperating teacher and other staff you favorably impressed. Lastly, send a handwritten note to all staff who contributed to your successful experience. Questions and Answers with the Author

Q: When I first meet with my sponsor teacher, what questions should I ask? A: Who are the students? Your first order of business is to ask about the students. As mentioned in chapters 2 and 10, having an understanding of the ability levels, backgrounds, and interests of your students is a significant first step. Are there special-needs children? Are there behavioral students of whom you should be aware? Knowing who your students are will help you plan effective lessons, cut down on discipline issues, and position you as a caring, competent young teacher. In addition, learn students’ names quickly. What is the school schedule? Learn about arrival times (for you and the children) and the schedule each day. Is the schedule the same each day, or does it rotate? In a rotating schedule, usually at the secondary level, classes fall in a different order each day so that teachers are not plagued with first period (frequent student lateness) or a period after lunch (children are wound up). At the elementary level, or in a school where students need structure (it’s perhaps lacking in their lives), the

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schedule will be of the traditional nature: chronological order. Where do you sign in each day? Be certain to have your sponsor or assistant principal vouch for your hours—and complete the sign-off weekly. This is important because your college or university has to be able to justify recommending you for certification, and evidence of completion of the required hours must be secured in the form of time cards or sign-in sheets. Can I attend activities, faculty meetings, and parent conferences? Remember, you are on an extended job interview. Be visible at before- or after-school activities and, if you can secure permission, attend faculty meetings and parent conferences. Not only do you impress everyone with your sincere interest, you also catch a glimpse of the “real world” of teaching. Can I supervise a class or activity on my own? Absolutely not! In order to supervise a class or activity, you must be certified. It has been my experience that, on occasion, a principal will attempt to save on a substitute or cover a surprise teacher absence with a student teacher. I state before student teacher placement that that is a no-no. The placement school and St. Francis are liable for any injury or mishap with the children. Two schools are now off our list of placements because the administrators involved were not professional. If you are ever put in such a situation, do not accept the responsibility, and contact your supervisor at once. If the administrator wants you to cover a class because your teaching is impressive, explain that you would welcome the opportunity to supervise if a certified substitute can be present. What should I do if I suspect child abuse? If you suspect child abuse and do not report your suspicion to the school authorities, you are breaking the law. But you should not be the person to report the suspected abuse to Child Protective Services. That person should be the principal or a designee; as a student teacher, or full-time teacher, you should be protected. You did your job by observing and reporting to the administration. Having said this, some administrators have abdicated their responsibilities in recent years by telling the staff to go directly to the authorities with any abuse suspicions. What a disgrace. The role of the principal begins with the protection of our children. If you work with a nonresponsive principal, report the incident to a caring school counselor, social worker, or psychologist. Then, follow up. Children

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die each year in our country from neglected abuse because someone with firsthand knowledge of abuse refused to take a stand. Don’t let that happen to any of your children because you were concerned about the potential fallout. Q: If my teaching style is different from that of the sponsor, what should I do? A: We are at our best in the classroom when we can be ourselves. Be you. Principals assign their best staff to student teachers, but sometimes you will link with an autocrat who has very definite ideas about how the class should run. Incorporate the sponsor’s suggestions and write your plans with her help. But if you don’t feel comfortable with the prescribed methodology, express your concerns and respectfully ask for some latitude. A great teacher mentor will understand that you are finding your way and will support your attempts to create your own style. If you are knocking heads, you can roll with it or request a new mentor. My advice? Go with the flow because you want to be viewed as a team player. Q: In student teaching, what lesson plan format should I use? A: No doubt your supervisor will share a preferred lesson plan the college education department wants you to use, but the sponsor school may have a lesson plan format that is slightly different. Understand that when you first begin your teaching career, it is important that you create a plan for each lesson. Check with your college supervisor and ask him what format you should use. Hopefully, there will be some flexibility. In general, include the components listed above including stated objectives, motivation, methods, materials, checks for understanding, summary, and homework. Q: How do I incorporate the common core standards or state standards into my lessons? A: The National Governors Association and Chief State School Officers organized a collaboration of educators “to define the knowledge and skills students should have within their K–12 careers.” These core standards have been adopted by forty-seven states and “build upon

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current state standards.” Familiarize yourself with the new core standards and be cognizant of the specific state standards your jurisdiction requires. Read the standards for the grade you are teaching as well as the grades just below and just above your grade level. Develop effective lessons that achieve standard goals. Q: What is differentiated instruction? A: In all honesty, I am surprised at how frequently this question is posed by student teachers and new teachers. The traditional teaching approach is lecture, take notes, test. In this style, one size fits all; different learning styles are not recognized. To reach all students, ask questions that are convergent (one-word answers required) and divergent (multiple answers), use technology (smartboard, overhead), and vary your methodology (lecture, discussion, demonstration, small groups, cooperative learning, competitive learning, individualizing) to address all students’ learning needs. In addition, include frequent checks for understanding to assess what was learned, what was not, and just how you have to adjust your presentation. Q: What about questioning techniques? A: Most student teachers ask questions that require a one-word answer. Ask questions that are divergent and require a more detailed, opinionbased response. Then ask other students to comment on a classmate’s view. This method will enhance discussion and the development of higher-order thinking skills. Be certain to avoid negatively affecting the discussion by offering your opinion. Guide the discussion by being a neutral moderator who probes with ever more-challenging questions. Your willingness to accept varying, diverse perspectives without bias will encourage even the most reluctant contributor to get involved. Q: What about wait time? A: If you ask a question and no one responds immediately, student teachers will often answer the question themselves. Beads of sweat form on your brow, your heart starts to race, and you begin to think the question posed was off the mark. Relax. Silence is good if students are actively searching for an answer. Wait ten seconds and rephrase the question.

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Q: I don’t have any experience working with special-needs children, but I want to become a special-education teacher. How can I get experience working with this population? A: For early childhood, therapeutic preschool programs are always interested in volunteers, and some may even hire college students during the summer months—especially if you are an education major or have a background working with children. Research online the names of special-needs preschool programs and write a letter of interest to their human resources contact. Express your desire to work with young special-needs children, and explain that you are attending college with the intention of training to become a special-education teacher. Use the same format followed by an applicant for a teaching job (chapter 7 for the broadcast letter and chapter 8 for the résumé) and include your experience working with young children: mother’s helper, nanny, camp counselor, babysitter. Secure reference letters from teachers or supervisors at programs or job sites who can attest to your personality attributes that would be compatible in working with special children. It would be ideal for you to hand deliver your paperwork in order to personally connect with a program staff member. Take this opportunity to communicate your love of children, your commitment to working with a special population, and your desire to contribute to the efforts of program staff. For school-age children, check with your local library to see if you can volunteer in a specific library program where you can offer support to a child or small group of children with special needs during a large-group activity. Contact your local school district’s office of special education to learn where you might volunteer your talents (after-school program, Saturday program, winter or summer recess programs). Lastly, you could offer special support to a child who has learning challenges, either before or after school, or volunteer to work as a teacher’s aide several hours a week. You can also visit your local, elementary, middle/junior high, and/ or secondary school/s to connect with teachers who can speak to your character, patience, and dedication, and the fact that you would be a valuable volunteer working with students who need extra support. These contacts may present an opportunity to volunteer in their class-

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rooms or know of a professional peer who might have challenged students who might benefit from your support. If you enjoy sports, contact your local SEPTA (Special-Education Parent Teacher Association) to determine if your community or a neighboring town has a sports program for special-needs students. If so, speak with the coordinator of this program and express your interest in getting involved. You might contact the local chapter of the Special Olympics to learn about volunteer opportunities within this organization. Lastly, check local camps serving children with special needs as well as local religious organizations (churches/synagogues/etc.) that might have religious education programs and/or child care programs for special-needs children.

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Transitioning from Corporate to Teaching

Two roads diverged in a wood, and I— I took the one less traveled by, and that has made all the difference. —Robert Frost

WHY IS A CAREER CHANGER AN ATTRACTIVE CANDIDATE?

Principals generally pay extra attention to the applications of career changers. With additional experience and maturity, a career changer is more determined to succeed because of age, responsibilities, commitment to training and certification, and the realization of the financial adjustment a career switch invariably entails. We also usually make better decisions as we get older, which bodes well for someone new to the profession. In addition, we have a better idea of what we want professionally and personally because we are more objective about who we are and can more accurately assess our strengths and challenges to more readily determine what makes us happy. Generally, a more mature candidate has significantly more realworld experience and is capable of relating the course content directly to the students as practical applications. Any career changer has a built-in edge over a recent college graduate because the career changer is much more settled, so the principal will view her as someone who is committed and not just someone who is passing through. Keep in mind that the crucial areas that are not being filled are math, science, technology, special education, ESL, and bilingual education. 55

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If you worked as an engineer, in a lab, in a math-oriented field such as accounting or finance, speak a foreign language, or have a talent and sincere interest in working with special-needs children, opportunities definitely are waiting. THE CERTIFICATION ROUTE FOR CAREER CHANGERS

Virtually every state has alternative routes into teaching, and many are accelerated. Four suggestions for learning the best route in your state are: 1. Contact your state site listed in chapter 5 to learn about the specific requirements in your jurisdiction. 2. Contact your local college education program to learn about the most expeditious path to certification. 3. Go to Recruiting New Teachers (www.rnt.org). This site is a valuable resource providing guidance, resources, and networking opportunities. 4. Go to The National Center for Alternative Certification (www .teach-now.org). At this site, you can order a 346-page resource guide that lists a stateby-state analysis of alternative teacher certifications. Keep in mind that as of 2014, more than fifty-five million children were in K–12 schools, and the greatest need for teachers was in the West, Northeast, and urban areas. Estimates suggest that seventy thousand people have transitioned to teaching in the past few years, so if teaching is your dream, it can very easily become a reality. To illustrate the point, in New York City 70 percent of its trainees were career changers (contact www.nycteachingfellows.org for information). In this program, one in five applicants is accepted into the program with an intensive seven weeks of training that includes coursework and advisory sessions. Passing two certification exams is required, and you must work toward completing your master’s while you teach. The Troops to Teachers (TTT) program, established in 1994, is an opportunity for veterans to become teachers. A survey of Troops to Teachers shows that 24 percent are teaching in an inner-city school. This

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is an important statistic because one-fourth of all students in our country are enrolled in inner-city schools, and quality teachers are needed. TTT registration can be accessed through ProudToServeAgain.com. Three states in particular, California, Texas, and New Jersey, have used the alternate certification route more than other states. (Remember, California and Texas make up one-third of “the six pack.”) Not surprisingly, Chicago (Illinois is in the six pack) created a program (Global Outreach) to attract teachers from foreign countries. Clearly, if you never took an education course at the undergrad level, your state has fast-track paths to becoming a teacher. You are much closer to fulfilling your dream than you realize. WHY DO PEOPLE MAKE THE TRANSITION TO TEACHING?

Career changers transition to teaching for a number of reasons, the most prevalent being the desire to make a difference and give something back to the community. Certainly, in this economy, being laid off or being a product of corporate burnout could be issues, along with returning to the workforce after raising children, more autonomy, the flexible schedule, and matching your work schedule with your children’s school schedule. However, the main reason for transitioning to teaching remains the best reason: to change lives. HOW DO YOU KNOW IF TEACHING IS RIGHT FOR YOU?

Many administrators realize over time that the very best decisions, the ones that led to positive lasting change, required thorough planning and maximum input from staff. Many researchers identify three distinct teaching styles: authoritarian, democratic, and laissez-faire. The authoritarian is in complete control, the democratic teacher encourages participation and cooperation, and the laissez-faire teacher lacks any semblance of order or planning. Which style do you believe is generally most effective? Correct, the democratic. As you plan your transition, you must create an action plan that includes input from people you trust. Do not make such a significant life-changing decision as if you are double-parked.

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ASSESS YOUR TEACHING POTENTIAL

You can complete a number of assessments as you consider your transition to teaching. Do not limit your assessment to those skills that are work related. There is so much more to you. Consider the following: • Strong Interest Inventory will match your interests with people who are satisfied with their career. This thirty-minute questionnaire will identify your best career choices. • StrengthsFinder points you in the direction of the right career for you. • Myers-Briggs Type Indicator is a questionnaire designed to measure psychological preferences in how people perceive the world and make decisions. • The Holland Interest Test, by John Holland, identifies six common areas of interest people are drawn to so you can learn which occupation, career pathway, college major, or training program fits you. • Keirsey Temperament Sorter (KTS-II), by David Keirsey, is a personality instrument containing seventy questions that help people discover their personality type. Values Clarification

In college in the 1960s, “values clarification” was a focus in educational psychology classes. The professor would ask students to list the ten things they love most to do and suggested that how fulfilled they were depended on how frequently they did those ten things. Some professors called it the “happy quotient.” If your ten activities include helping other people, making a difference, public speaking, creating, planning, being a motivator, learning, researching, interacting with people, being part of a team, and being a problem solver, have we got a career for you . . . On the other hand, if you believe your skills do not quite measure up to the demands of being a teacher, attend conferences and seminars, take courses, read educational journals, and complete training. You can do this.

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Talk to Educators

Consider speaking with people who are already living life as a teacher. When you schedule a meeting with a friend, neighbor, contact, or someone in your own district, be certain they understand that you are not looking for a job at this point (that may come later), but you need their advice and guidance. Ask about the rewards, pitfalls, obstacles, salary, retirement plan, and schedule. If you can, go to local schools and ask if anyone on staff is a career changer; if so, leave your phone number or e-mail address. You will find that unlike some business circles, people in education are usually receptive to helping others—that’s what we do. In addition, speak to administrators at the building level (especially at schools where you would eventually consider working) to ask about teaching prospects for someone with your background and experience. Is the Transition Financially Viable?

Many career changers take a cut in pay to become a teacher. But keep in mind that most teachers are able to supplement their base salary by coaching a sport, being a moderator for an activity, or tutoring. Remember, the school year in most states is about 180 days. The time off (summer, vacation breaks) gives you the opportunity to build a related business or acquire another certification, which further solidifies your position. Always consider a second or third certification because you become much more marketable, and it’s a hedge against budget cuts. Can you do this financially? Check out payscale.com for some answers. Here you can get a free 2014 salary range for the job you want. Do You Have a Support System?

A favorite quote is, “It doesn’t matter where you go in life or how much you have . . . It’s who you have beside you.” As you work toward certification, your focus and responsibilities will shift, and no doubt, when you secure the teaching position, your salary will drop. If you are married or in a relationship, will your partner be supportive, or is he or

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she of the dream stopper mentality? What about your parents, children, or siblings? Can you count on them to get behind you and help you live your dream? You can do this entirely on your own, but the road is far less bumpy with people who love and support you along for the ride. INCENTIVE PROGRAMS FOR CAREER CHANGERS

A number of states and companies offer incentives for people to transition to teaching. According to the U.S. Department of Education, more than $100 million in student loans have been forgiven over the past ten years. Contact www.studentaid.ed.gov or call the Federal Student Aid Information Center at (800) 433-3243 to learn how to apply. States now have loan forgiveness and financial incentive programs in order to enlist the services of qualified teachers. Teaching positions in poor neighborhoods and in hard-to-fill disciplines such as science, math, ESL, bilingual education, and special education are available. IBM implemented a transition program in 2008 to help its employees secure math and science teaching positions K–12. IBM awards eligible employees $15,000 for tuition reimbursement or stipends for up to a year of field experience. In the past few years, more than one hundred companies have expressed interest in modeling the IBM Transition to Teaching program. Check your company to see if such a program has been or might be implemented. I have spoken to a number of successful career switchers, and I have selected some of the most compelling stories to share with you. FIVE COMPELLING STORIES OF CAREER CHANGERS

Sarah, Former Investment Markets Associate For as long as I can remember, I wanted to be a teacher. However, I was swept into the financial industry after graduating from Brown University with a BA in business economics. I spent the next seven years searching for a financial services career that I would find both fulfilling and meaningful, first as an investment banking business associate at Citigroup, then as an equity capital markets investor relations associate at American Capital, Ltd., and finally as an account manager at PrecisionIR Group.

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Two years ago, I did quite a bit of soul-searching and came to the conclusion that I didn’t want to wait another minute, let alone another year, to begin my teaching career. However, it is not in my nature to make important decisions, let alone life-changing decisions, without extensive emotional exploration and practical analysis. My exploration led me to the conclusion that an emotionally satisfying career in the financial services did not exist for me. It also helped me realize that the most fulfilling and meaningful experiences in my life had centered around and will continue to center around teaching, tutoring, and mentoring. Despite my busy academic and work schedules, I had always made time to help educate, guide, and support young people. These experiences had been the most rewarding in my life, and I wanted to become a teacher to center my career on similar ones. I also pursued a teaching career because I wanted to give as many children as I could the best possible chance to recognize their potential and fulfill their dreams. I wanted to teach so that I could use my wealth of knowledge and real-world experiences to excite students about learning and help them prepare for the future. In addition, I pursued a teaching career because I wanted to be challenged. Teaching offers endless challenges. There is always more to learn in terms of subject knowledge, teaching techniques, and classroom management. Moreover, children are unpredictable and have varying needs, which bring separate challenges into the equation. Two years ago, I threw out my résumé and started over. Well, technically I didn’t throw it away because life experience is priceless, but it sure felt like I did. It was hard to stomach because I had worked tirelessly my whole life to build my résumé into something I was proud to show other people in the finance world. However, it was absolutely the right decision. The bottom line is that I never loved any of the jobs I had in finance. I know it sounds cliché, but I never felt like I was making a difference in the world. Now that I’m a teacher, I go to work every day and make a tangible difference in young people’s lives. I leave every night with a smile on my face. I honestly think I work just as hard and put in just as many hours as I did in my former career (maybe more). The difference is that now all of the hard work has meaning. Two months into my first teaching job, I was working late at school to prepare for the next day. My principal popped his head out of his office to tell me he was impressed with my work in the classroom. I don’t recall ever feeling so accomplished when someone complimented me on my work before. We chatted a little

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about how different teaching is from the world of finance. I was proud to tell him, “I traded money for hugs, and I’ve never been happier.” The biggest obstacles I faced switching careers and becoming a teacher were (1) my ego (resetting my career at square one, and putting myself on the same playing field as people seven years younger), (2) time and money to go back to school (depleting my savings, taking out loans, remembering how to write papers, going to school full-time and student teaching full-time), and (3) taking a cut in pay (figuring out ways to cut back without giving up the things I enjoy the most). My advice to others considering leaving their careers to pursue teaching is (1) compare your future income to your current income, and map out changes to your lifestyle to make sure you will be able to live within your means, (2) research the different paths to licensure for career switchers to see what is available in your area, and (3) choose a program that has good connections to a school district you’d like to teach in, so that you can do your student teaching there and hopefully get your foot in the door for the next school year. I opted for a one-year intensive master’s in elementary education program at Marymount University that allowed me to start teaching fulltime in a year. Marymount has a close relationship with the Arlington Public Schools where I did my student teaching and was later hired for a full-time position.

Dominick, Former Corporate Executive I was born in the Gravesend section of Brooklyn. My mother was a teacher in Naples, Italy, and my father a businessman. Together they stressed the importance and value of a good education. I graduated from Xaverian High School and earned a bachelor’s degree in management science from Pace University. Later, I earned a master’s degree in finance from Fordham University. My previous employers include the Port Authority of New York and New Jersey, Shearson Lehman Brothers, Chemical Bank, and Chase Manhattan Bank. It was at Chase that I became vice president for business process reengineering. After eighteen years of work in the corporate field, I felt that I had achieved my professional and financial goals. Those goals were achieved through a good education, and, consequently, it was time to give back and start my dream career in education. I loved math and became a licensed math teacher through the NYC Teaching Fellows. I taught for three years

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and then applied for the NYC Leadership Academy for Principals. I am currently completing my seventh year as principal of IS 228. The position of principal has brought me a tremendous sense of satisfaction. My students are always my number one priority. I feel it is my personal responsibility to make their three years at David A. Boody the best possible by providing them with top-notch teachers and state-of-theart technology. I have found, however, that the world of business and the department of education are very different when it comes to reform, and this is where the two worlds collide. We are shaping the future and making history every day in our classrooms! During the past seven years, I have battled bureaucracy. Changes can easily be made in the business world while change within the department of education requires working under contract requirements, making it difficult for change to occur quickly. Several dimensions of leadership are critical for success—resilience, creativity, and innovativeness. In addition, being politically astute is a major help. A good leader gets people to follow; an awesome leader creates future leaders.

Bobby, Former Custodian When I graduated from Northport High School in 1991, I really had no idea what I wanted to do with my life. It was simple to me: if I don’t know what I want to do, why should I go to school? I thought I would go back to school when I had a plan. Fast-forward ten years. I had been working as a janitor for a Catholic church and elementary school, and I began to have that feeling that I had to do something different and that my talents were going to waste. During the after-school program, I would be taking out the garbage, and as I walked by the students doing their homework, they would occasionally ask me for help. I was always more than willing to lend a helping hand because that’s just the kind of person I am. There was a writing assignment where the students had to write about someone they knew who was hardworking. One of the boys wrote about me, and the title was “The Hard Working Janitor.” He talked about how I was more than just a janitor and how I helped him and everybody else. The essay really moved me, and I believe it was at that moment I started thinking that this was something I would like to do. I remember saying to myself, “If I can make this connection as a janitor, imagine the connections I could make as a teacher.”

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I also had started thinking about my future and where I wanted to be in twenty or so years. I was thirty-three, still living paycheck to paycheck, no retirement, and no room for advancement. Where was I going unless I went to school, got a degree, and got a job where my personality and talents would be used for more than just mopping floors, cleaning rooms, and taking out the trash. There would be opportunities for advancement and growth as an individual if I could become a teacher. A friend of mine highly recommended St. Francis College, and a few weeks later I sent off my application to admissions. After I was accepted, I started taking all my classes at night simply because that worked out best with my work schedule. I was able to leave work early to make it to a 6 to 9 p.m. class, and after class was over, I would go back to work to finish my jobs and lock up the buildings for the night. That worked out well for a while, but then there were certain classes that I had to take that were only given in the morning and afternoon. My employer fully supported me and said that as long as I kept up with my work, I would be able to take classes at any time I chose. So there would be days that I would arrive at 5 a.m. to get a jump on the day and make it to class by 8 a.m., or start a normal day at 7 a.m. and leave early in the afternoon for a class and then return to finish the day. It did get chaotic more often than not, but it was the support of my employer and flexible work schedule that made my going to school possible. I was very fortunate, because without that support, I would have had to choose between going to school and paying my bills. I wanted to become a teacher because my talents and personality were going to waste, and there was no room for any kind of advancement. I also wanted to make a difference. Upon graduation, I was certified in childhood education, grades 1–6, with a concentration in social studies. It was then time to see if the past five years were going to be worth it. I found steady work as a substitute teacher and then became full-time, so I have been able to use my personality and talents in the classroom as I intended. I have already advanced my career by taking some additional classes and another certification exam in order to teach students with disabilities, and I recently accepted a job offer as a kindergarten teacher for ten boys who have learning disabilities. It has only been a year since graduation, and I can already say that it has most certainly been worth it because I am not only doing what I love, I am finally able to use my talents and skills in a most productive way and to truly making a difference.

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Jim, Former Sales Manager I came out of college wanting to continue to travel the world as my sister worked for Pan Am during my school years, and I was able to take advantage of free and discounted travel wherever Pan Am flew. I applied for a business position at Delta Airlines and was told the only positions open were for flight attendants, so I interviewed and got the job. At the same time, my father offered me an entry-level sales position at Totes Inc. where he was an eastern regional vice president and my uncle was the top salesperson. My father’s only promise to me was that if I was good, I would have a career for life and the money I could earn would be unlimited. I knew in the short term the flight attendant position would have given me more great opportunities to travel, been a lot of fun, and being a straight single male, in a female-dominated profession, would have surely given me favorable odds in the dating pool. With all of this said, I knew I’d love to sell, and, despite reservations about working for my father, I decided to take the job at Totes Inc. My father was very tough, but very fair, and, most importantly, willing to share all of his managing of people and selling experience with me. My uncle also was very helpful in sharing his selling techniques and giving me advice. I was given opportunities to sell to many different customers and to manage many different businesses that really helped me later in my business career, and for this I will forever be thankful to my father and uncle. The desire to change my career was framed by two major events: the decline of the retail economy, and, most importantly, the Early Intervention experience I had with my then eighteen-month-old son. Selling in the early years was primarily based on having a good product at a fair price and good business relationships with the buyers. As the economy continued to decline, the partnerships between buyer and vendor became unfairly advantageous to the buyer, who was now more concerned with gross margin and less concerned about what was best for the store or their customers. Buyers, forced to work more hours with less help, made the positions more transient in nature, so long-term business relationships were no longer possible. The defining career-changing moment came last June when a big discount retailer told me, “I don’t care what you take out of the product; just get me another fifty cents off my price.”

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I have three boys aged thirteen, eleven, and four. Nine years ago, my wife and I noticed my eleven-year-old was not talking and communicating anything like his older brother did at the same age. What made the comparison more striking was how early my oldest son talked and articulated his feelings. We had him evaluated by an Early Intervention professional who explained very compassionately how low he scored and that more serious problems were possible if his delays were not corrected. One of these possibilities was autism, and after an extensive Internet search, my wife and I sat down on our porch and cried. A team of EI professionals came to our home and worked tirelessly with him almost four days a week. No doubt it was a team effort, but the most support came from his EI team leader, who gave us encouragement and strengthened our resolve to get him better. I said to my wife, “Someday I’d like to help children and their families like she does.” Fortunately for us, six months into the program an occupational therapist suggested we take him to an ENT doctor to check his ears. Upon examination, the doctor found a large buildup of fluid in his ear canal, which severely curtailed his hearing. A drainage tube was inserted, and he made amazing progress thereafter and is a perfectly normal aboveaverage student today. In conclusion, the decision to help and teach children was an easy one for me. I have always loved little children and marveled at their amazing complexity and creative expression. I have also coached children in different sports with many different abilities, including special-needs children, and feel I have made it a rewarding experience for them and myself. In my brief classroom observation experience, I was fortunate enough to meet Eileen and watch with admiration how an experienced special educator works. Her passion and patience really impressed me, especially since she has been doing this for so long. She kindly shared many strategies with me and helped me better understand how each day brings another challenge. I also owe a big debt of gratitude for my wife’s unending support. She has been an elementary and middle school teacher for the past twenty years and has always felt I would have been a great candidate to be an educator. She continues to be my most avid supporter. This will be a difficult two years economically for my family, and I have even dipped into my IRA retirement money to support the family. There are major scheduling issues with three boys in three different schools and sports, and I have had to adjust my homework assignment execution for late nights, but I can honestly say I have never regretted the

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decision. My thinking at this point is that I would like to go into Early Intervention, but I am really beginning to like pre-K and kindergarten as well. I haven’t been this excited about my career since I came out of college. It’s time to use my sales motivating tools on little children instead of buyers. I don’t think I can compare the satisfaction I had selling hundreds of thousands of slippers to customers versus helping even one child.

Gerard, Former Accountant I am a certified public accountant who worked in private industry for my entire professional career, and for quite some time, I considered becoming a teacher. By March 2004, my wife had left her career in animal care (about five years prior) to become a teacher, and she never regretted it. We discussed her challenges, successes, and setbacks constantly, and, despite it all, she loved her new career because she loved children. I, like many individuals, constantly tried to determine my purpose for being, my “raison d’être,” but it was not until I saw the joy that teaching brought to my wife that I understood what I should have been doing. To put it simply, I needed to teach. In all of my working career, I had always been told that I was a very good teacher. I recognized that this had all taken place in noneducational working environments, but at its core, it was still a transfer of knowledge: empowering others to help themselves, to be successful, to advance in their endeavors. As an immigrant to this country (a teenager from Trinidad, West Indies), I worked long and hard to achieve success in the field of accounting. I struggled through many ups and downs, but I never gave up in any of my pursuits. While working at Columbia University (my first employer in the USA), as I moved up the ladder gaining more and more job responsibilities, I realized that I could only get so far in my chosen career with a high school diploma. I knew that I had to gain additional knowledge, and that the only way for me to gain that knowledge was to enroll in college to pursue an undergraduate degree. It was difficult. I soon found out that working fulltime during the day and attending college at night was no bed of roses. I took a leave from college, but I never allowed it to leave my mind. I knew that I would work it out and return some day. I reorganized my priorities, changed my job, took a cut in pay, and pursued my goal of completing college.

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After successfully graduating with a BA from Queens College in 1988, I immediately sat for the CPA exam and passed all four parts in two consecutive attempts. I then interned at a small CPA firm (Miller & Co.) for two years and received my CPA license from New York State in 1991. In the ensuing years, while I applied my long-sought education to various employment positions (business manager, director of finance, controller, etc.), I still felt unfulfilled: all work, no joy, no sense of personal fulfillment. Just as I did when I changed my priorities to pursue my higher education, I reprioritized my life toward my new goal: to teach others, to empower them, to give them a sense of hope, to instill in them the confidence to accomplish their own goals. Because of my aspirations, successes, setbacks, struggles, reassessments, and so forth, I believed I could reach those children who felt that they had no future, those children who needed some direction, those children who just needed someone to care. I believed that my commitment to my own education, and my work ethic, integrity, and diligence could be examples for children who may have been lacking some, if not all, in their lives. I do not recall how, but in late March 2004 I discovered a New York City program (to attract potential teachers) called NYC Teaching Fellows. I applied and was accepted as a teaching fellow in early May 2004. That summer I began my master’s education at Brooklyn College, and my first teaching assignment at IS 302 (east New York). In fall 2005, two math teaching positions were available at IS 228, and I was offered one of them. I have never looked back. In May 2008, I was the recipient of a “You Make the Difference” Award from Bishop Kearney High School. One of their freshmen students (a former eighth grade student at IS 228) nominated me. After completing all education, work experience, and other requirements, in September 2009 I received my New York State teacher certificate. The obstacles I have faced are no different from the business world (persons big and small who play “office politics,” those wanting to gain without effort, those who take but do not share, those who are envious of or intimidated by others’ success, etc.). Likewise, teaching is not that different from being an accountant. You must be able to plan; be a detail-oriented, organized problem solver; have the ability to pivot when necessary; possess a good dose of interpersonal skills; be politically aware of your environment; be willing to

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share ideas and resources; be willing to go beyond what’s required; be self-aware of your strengths and weaknesses; recognize when things don’t work and address them immediately; and so forth. My advice for anyone wishing to enter the field of education (at least at the middle school level) is quite simple. It must be your “calling”; you must have intestinal fortitude and a spine of steel; and, when dealing with children, try to recall your own childhood and look at the world from a child’s perspective.

Questions and Answers with the Author

Q: I am a corporate executive with fifteen years of experience. Are there intermediate steps I can take before I plunge into teaching? A: I would suggest enrolling in an education methods class at your local college. In a methods class you will learn about lesson planning, teaching strategies, classroom management, and perhaps have the opportunity to teach practice lessons. Also, schedule permitting, you could volunteer to teach an evening or weekend course in your content specialty/area of interest at a local adult education program or community college, teach religious education classes, coach a sport, moderate an activity, or volunteer to work with an at-risk child having academic challenges. In addition, you could also contact the personnel director in a school district to learn if you can observe/shadow teachers at the school level in which you have an interest. Lastly, you could sign up with a tutoring agency to work with students one-on-one or in small groups. Q: In business, my “success” is based on the bottom line—how much new business/revenue I generate for my company. How will my success as a teacher be determined? A: With more emphasis on teaching standards and test scores, measuring a teacher’s success would seem to result from evaluating the academic levels of students before and after instruction. But teaching is so much more than helping students memorize facts and definitions and perform well on a standardized test. Administrators will no doubt focus on this “bottom line,” but the complete picture of your teaching value should include the higher-order thinking skills you develop in your students and the personal qualities and values you have modeled and your students have absorbed.

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CHAPTER 5

The Teacher Certification Process

Don’t limit yourself. Many people limit themselves to what they think they can do. You can go as far as your mind lets you. What you believe, you can achieve. —Mary Kay Ash

THE PROCESS

The certification process begins when you decide which college you want to attend and which teacher training program you will experience. Just as we can determine rather quickly a teacher’s long-range impact on students, you can decide in advance which program is right for you. Whether you are a high school senior considering colleges or a corporate executive wanting to transition to teaching and looking for a graduate school, a number of factors need to be considered if you are to position yourself appropriately. FINDING THE RIGHT SCHOOL

It is surprising how little thought and research go into such an important decision. Four of the most important years of your life, which will have lasting influence on your future and your family, are sometimes given minimal attention. As you determine which teacher training program fits the bill, consider the following questions: • What setting are you looking for? Do you prefer an urban, rural, or suburban location? What about the size of the school, and the 71

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education department’s success rate at placing teacher candidates in full-time teaching positions, and are teachers retained? What percentage of student teachers are certified at graduation? Is the education department one of the more popular on campus? What about travel time, or the distance from home? What about costs? Potential loans, grants, or scholarship money? • What is the program’s accreditation status? Recently, it was announced that the National Council for Accreditation of Teacher Education (NCATE) and the Teacher Education Accreditation Council (TEAC) are consolidating to form a new accrediting body, the Council for the Accreditation of Educator Preparation (CAEP). The goal is to raise the standards of teacher and leadership training programs. The second accrediting body is the Montessori Accreditation Council for Teacher Education (MACTE). Understand that the role of these accrediting entities is to verify the claims written by the school under review and to make recommendations for further substantiating claims if sufficient evidence is not provided. In no way is the goal to “hammer” the school. Each school submits an inquiry brief (fifty pages or less) that summarizes the school’s claims. If you want to do your homework and learn about the teacher training program you are considering, you might ask if you can review this document. • What are the backgrounds of the faculty members? The very best education departments are generally those that combine theorist professors and those with practical building-level experience. At the school website you can review the profiles of the professors in the education department. Professors with substantial experience at the building level (principal, assistant principal) or central office (superintendent, assistant superintendent) will have a wider network of contacts in the field and more practical experience. These educators will know where the jobs are and how you can secure one. An introduction for you from a respected professor to a building-level administrator could help you avoid the résumé pile and move you to the head of the class. Make the connection to all of the professors in the education department, especially to those with experience in schools.

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I’ve had a number of great teachers along the way, but one of the very best was Dr. Gene Geisert in graduate school at St. John’s. Dr. Geisert retired as the chair of the Graduate Department of Administrative and Instructional Leadership, School of Education, at St. John’s University. Previously, he had been superintendent of the New Orleans Public Schools. Regardless of the concept or idea we discussed in Dr. Geisert’s class, he always had a practical experience to share that crystallized our understanding. Obviously, we can learn from any teacher, but if a theorist and practitioner both taught different sections of the same course, I’d go with the practitioner if I had the choice. GRADUATE SCHOOLS

Several years ago, a college in New York was accused of being a “diploma mill” for allegedly selling grades and degrees. When our graduates ask whether they should apply to this school for a master’s degree, I suggest they reconsider. Frequently, recent college graduates look at the master’s as a terminal degree, but invariably those same students decide to go on for a professional diploma or doctorate. Getting a master’s from a weak program may jeopardize your candidacy for a more advanced degree. In addition, if you are changing careers into teaching, be certain to enroll in and complete a challenging, reputable program. Your age and experience are pluses; your degree should be also. A quality program may take you a bit longer to complete, but you will get the teaching foundation you need to succeed. Visit the Schools—Stroll around the Grounds

You really won’t know if a school is right for you until you visit the campus—while school is in session. Attend the school’s open house sessions; in addition, contact the education department to see if you can meet with the chairperson or one of the professors, and sit in on some classes. Are the classes interactive or straight lecture? How do the students relate to the professors? Are the professors approachable? Whenever we schedule an open house at St. Francis, we invite candidates to visit our classes as well. We do this for two reasons:

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• To select the right school you should visit while school is in session. • We are confident you will choose St. Francis after you experience our classes and school. Remember that any communication you have with admissions is documented. Obviously, after you meet with an education professor or visit classes, send a handwritten thank-you note. YOUR GPA

Most states and education schools have a GPA requirement, usually 3.0 or higher. As stated previously, a high GPA doesn’t guarantee teaching success, but you should strive to be at 3.0 or higher, with an even higher GPA in education courses and your content specialty. In addition, a low GPA compromises your options for graduate school. Also, keep in mind that improving your writing, understanding the craft of teaching, and having a command of your content specialty are the best preparation for the certification exams and requirements. GENERAL REQUIREMENTS FOR CERTIFICATION

All states require a bachelor’s degree and the completion of a teacher preparation program that includes student teaching, certification exams, and a background check to determine moral character. Certification exams can include basic skills, demonstrated competency in subject matter content, and knowledge of teaching a diverse population. In fact, some states require student teaching placement in a multicultural setting and completion of coursework in reading instruction. Go to your state education website to learn specific requirements in your state. WHAT IS edTPA?

According to the American Association of Colleges teacher certification, in order to more effectively evaluate teacher candidates Stanford University and the American Association of Colleges for Teacher Edu-

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cation joined forces to develop a comprehensive assessment procedure aligned with national standards. Thirty-four states and the District of Columbia have adopted the edTPA requirements for teaching certification. Components of edTPA include commentaries of a three-to-fivelesson unit including a summary of student demographics, appropriate methodology, and varied assessments. In addition, a recorded video from the student teaching class must be submitted. Pearson Publishing has been retained for the delivery of edTPA and the evaluation of student teacher submissions. Suggestions for edTPA Success Exams

Although there is no track record for edTPA exams as tests have been offered for about a year, edTPA exams fall into three categories: 1. Educating All Students (EAS ) 2. Academic Literacy Skills Test (ALST) 3. Content Specialty—Multi-Subject (CST) (Adolescent Education, Childhood Education) Your state website will have practice exams and a summary of topics considered on each exam. The Three-to-Five-Lesson Unit

Determine the demographic breakdown of your class. Consider gender, nationality, race, culture, special needs, academic levels, learning styles, English language learners, and self-esteem issues. Regarding the school, consider academic levels, grades, school report card, population, and whether this a high-needs and high-achieving school. Remember, the methods you select in lesson delivery should be dictated by the academic levels and profiles of your students. What do you want your students to learn? Reviewers will evaluate your lessons based on the justification of the methods you select. Note: Do not mention the names of the school or students in your descriptions.

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Assessment

We can evaluate student achievement in a number of ways, and multiple assessments provide the best opportunity for student success. Do not limit your assessment to tests and quizzes; include in-class assignments, homework, group work, participation, projects, and presentations. Consider learning styles. The Video

To provide a quality video for edTPA, consider the following suggestions: • If you have not been video recorded previously in your education courses, arrange to record your teaching prior to the recording of the unit segment. This experience will provide you with a practice session in which you can evaluate your performance, adjust if necessary, and gain a level of comfort and confidence. • Advise your cooperating teacher of the video requirements for certification. • Secure all required consent forms if necessary. (In New York, the commissioner of education sent a letter to all school districts suggesting compliance in allowing student teacher video recordings.) • Test all equipment in advance. • Try to record the entire set of lessons so that you can select the most interactive and effective segment. • Determine the best means of recording for you—iPhone/iPad/iPod touch, android phone/tablet, video camera, digital camera. • Be certain the audio is clear. • Produce a backup of your footage immediately. Note: Legally there are three components regarding the video: 1. Who is producing the video? 2. What is the purpose? 3. What is the distribution? You are producing the video for the purpose of getting state-certified in teaching, and the only people who will view the video are the evalua-

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tors at the state levels. This is mentioned because student teachers, host schools, and schools of education frequently worry about a potential lawsuit from parents, and that likelihood is virtually nonexistent. Be Objective

In your written submission, be objective about how you assess your level of success. What could you have done differently in order to achieve your objectives to a greater extent? An honest assessment displays an impressive level of professionalism. Remember, you are a teacher in training and you are not expected to produce a perfect unit of instruction. WHAT IS PRAXIS?

The Praxis Core Series is produced by Educational Testing Service (ETS) and consists of three separate tests: 1. Reading—various documents are analyzed. 2. Writing—argumentative, informative, and explanatory writing are evaluated and a multiple-choice component addresses research and revising strategies. 3. Mathematics—Mathematical reasoning includes multiple choice and numeric entry. The Praxis II tests are subject assessments measuring content knowledge and general and subject-specific teaching skills. Note: Passing grades on these exams are set by individual states, and all tests are computerized. National Evaluation Series (NES) provides study guides for certification exams. Understand the Format and Content

The SAT has critical-reading, writing, and math sections. College admissions people place more emphasis on the critical-reading section, so I will focus on this part of the test to prove a point. In the criticalreading section, students are asked to read an essay of up to 850 words and then answer a set of questions related to the passage. Remember,

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this is a timed test, and students are anxious. Typically, students read the passage, then the questions, and go back to the passage to find the answers. Three steps. What students don’t focus on is that these questions are in order: first question equals first paragraph for the answer, second question equals second paragraph for the answer, and so on. (Sometimes questions skip paragraphs, but they are always in order.) Given this fact, you do not have to read the entire essay before answering questions; you can eliminate the third step in the process. Read the essay, one question at a time, and record the answer when you get to it. Precious time is saved, and you go to the exact location of the answer. The coursework students take in high school is far more challenging than the SAT (similar patterns are identifiable throughout the test). State education departments are not trying to stop you from becoming a teacher; if you follow the suggestions listed below, passing the certification tests in your state should not be an issue. GENERAL TEST-TAKING SECRETS

Surprisingly, a number of students sit for an exam (the SAT, certification exam) with no preparation whatsoever. Review test guides to check on the format of the test and the percentages of each topic that will be covered. If your state produces its test independently, see the state website (listed at the end of this chapter) and learn the format and test preparation guidelines based upon your state’s objectives. Take the practice tests in a quiet place, such as the library or your room, to simulate actual test conditions. Adhere to test time limits, grade the shortanswer sections on your own, and have a mentor evaluate your essay. Identify any areas of weakness and study those particular topics. Then, take the diagnostic again. Your familiarity will build confidence, and your objectivity with regard to your weak areas will help you pass the tests. To put yourself in the best frame of mind, consider the following: • Prior to taking the test—End your preparation two days before your test date; you want to be fresh. Cut down on evening activities and try to relax, getting a good night’s sleep each of several days prior to the exam. Eat a light dinner by five o’clock the night before. Have your test registration, supplies, and clothes out the

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night before. Go to MapQuest or use the GPS in advance to get the best route to the test site. Make sure you get up early and have a good breakfast. By all means, wear comfortable, casual clothes; this isn’t an interview. Go into the test with confidence. • Multiple choice test suggestions: ∘ Read the question and cover the answers—Most people read the questions and answers simultaneously. As a result, your attention is divided. Try listening to two people speaking at the same time—you miss part of what each person is saying. Cover the answers with your hand or a file card. Fully understand what the question is asking. Without looking at the answers, supply your own answer. You will be surprised at how frequently your answer is one of the choices. ∘ Answer the questions you are sure of first—To build your confidence, record all answers you are sure of first. ∘ Hold off on more difficult questions—If a question stumps you, leave it blank and come back to it after you have gone through the entire multiple-choice section once. On occasion, a later question will point you to the answer you just can’t come up with, and a second look will trigger the correct response. ∘ Cross out obviously wrong answers—Usually, four answer choices are given. Eliminate obviously wrong answers by crossing out those choices. Not only does this step bring you closer to the answer, but this practice provides a psychological lift. ∘ Focus on key words—Be conscious of overly restrictive words such as “always,” “never,” “all,” or “completely.” Answers with these words can usually be eliminated. Words such as “usually” or “often” frequently signal a more appropriate choice. ∘ Answer all questions—Unlike the SAT, where it could be to your advantage to leave a question unanswered when you have absolutely no idea what the answer is, that is not a benefit on the certification exams. Answer all questions. ∘ All of the above answers—“All of the above” is often a correct response. If you know that more than one answer is correct, select “all of the above.” ∘ None of the above—This is less likely the correct answer. If you can verify that one answer as correct, eliminate this choice.

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∘ What about grammatical clues?—For a multiple choice question, if the last word in the sentence is “an” the correct answer must begin with a vowel. • On reading comprehension questions—Match key words in the question with key words in the answer. This will be the correct answer. • If you get rattled . . . —Invariably, a point will come in the test when you lose your focus and get stumped on several questions in a row. Put down your pencil and sit back in your seat. Take a deep breath and relax. When you become anxious or feel pressure, you will not be in complete control and you will select wrong answers. Once you’re calm, move on and come back to the question that rattled you. • Don’t spend too much time on one question—Sometimes we draw a blank on a question. Don’t compromise your overall test score by spending an inordinate amount of time on one question. • Read all answer choices before making a selection—A good multiple-choice test will include a choice that appears to be correct but is not actually right. Do not settle for the first answer that’s close to the right answer. The certification exams are written by professionals. Frequently, an answer that looks good (but is actually wrong) will be first in the order. Go with the best answer. • Take intermittent breaks—It’s difficult to maintain your focus and interest over a period of time. Remember, the test is not a sprint, and you do not get bonus points for finishing quickly. Take your time and maintain your concentration by taking short, periodic breaks. • The constructed essay—You may have the option of answering the short-answer section or essay first. Answer the essay last. The rationale for this choice is that frequently some of the short answers will trigger points that you can include in the essay. • How do I approach the essay?—Read the essay question carefully and determine what you are being asked to do. Answer the question. If your exam asks for three reasons why the speed limit should be 55 MPH, don’t give five reasons. If you are asked for three pedagogical strategies, give three. Basically, a quality essay answer is well-organized, clearly answers the question, includes

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variety in sentence structure and length, and is relatively free of mistakes in grammar and spelling. You must outline first—Once you have figured out what you are being asked to do, outline. If you do not and you just start writing, you may complete several paragraphs, stop in panic, and wonder where you are going. The outline should not be extensive. What is your main point, and what specific information will support your position? The outline is your guide to an organized essay. You get points for organization. Get right to the point—State your position in the first sentence and provide an overview of your essay in the first paragraph. This first sentence is the theme for your answer. Each additional paragraph—Each succeeding paragraph will begin with a key point from the introduction supported by details. The body paragraphs should be more substantive than the introduction or conclusion because the body proves your case. Transitions—Use transitions (first, second, next, also, in addition, last) to connect your paragraphs and emphasize your organizational structure. Summarize in the last paragraph—Your summary restates your central theme and ties the essay together. Writing variety—Vary the syntax (word order of your sentences), sentence length, and word choice. Frequently, writers use the basic writing construction of subject-verb-object with no deviation. This limits the quality of your writing, as does the penchant for using the same word repeatedly and writing sentences of the same length. Search for words that express exactly what you mean rather than settling for a word that approximates your thoughts. Grammar consideration—Mismatched subject and verb is a frequent mistake, as is poor parallel structure. A single slip in this area (or a misspelling) will not necessarily compromise your score, but an essay riddled with grammatical misuses most certainly will. Additional certification requirements—According to the National Association of State Directors of Teacher Education and Certification (NASDTEC), beyond passing certification exams, some states have additional requirements before awarding a teacher certification.

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STATE DEPARTMENTS OF EDUCATION

Be certain to check the website of the state education department in your jurisdiction because state requirements are changing across the country. NASDTEC is the most comprehensive and up-to-date resource of teacher certification I have found (www.nasdtec.org). What follows are the state departments of education including job links: Alabama Alabama Department of Education Gordon Persons Office Building 50 North Ripley Street P.O. Box 302101 Montgomery, AL 36104-3833 Phone: (334) 242-9700 Website: www.alsde.edu/pages/ home.aspx Alaska Alaska Department of Education and Early Development Suite 200 801 West 10th Street P.O. Box 110500 Juneau, AK 99811-0500 Phone: (907) 465-2800 Fax: (907) 465-4156 TTY: (907) 465-2815 E-mail: eed.webmaster@alaska .gov Website: http://www.eed.state .ak.us/ Arizona Arizona Department of Education 1535 West Jefferson Street Phoenix, AZ 85007

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Phone: (602) 542-5393 Toll-Free: (800) 352-4558 Fax: (602) 542-4367 E-mail: stateboardinbox@azed .gov Website: http://www.ade.az.gov/ Arkansas Arkansas Department of Education Room 403-A Four State Capitol Mall Little Rock, AR 72201-1071 Phone: (501) 682-4475 Website: http://ArkansasEd.org/ California California Department of Education 1430 N Street Sacramento, CA 95814-5901 Phone: (916) 319-0800 Website: http://www.cde.ca.gov/ Colorado Colorado Department of Education 201 East Colfax Avenue Denver, CO 80203-1704 Phone: (303) 866-6600

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Fax: (303) 830-0793 Website: http://www.cde.state .co.us/ Connecticut Connecticut Department of Education State Office Building 165 Capitol Avenue Hartford, CT 06106-1630 Phone: (860) 713-6548 Website: http://www.sde.ct.gov/ Delaware Delaware Department of Education Suite Two 401 Federal Street Dover, DE 19901-3639 Phone: (302) 735-4000 Fax: (302) 739-4654 Website: www.doe.k12.de.us District of Columbia Office of the State Superintendent of Education (District of Columbia) State Board of Education 810 First Street NE, 9th Floor Washington, DC 20002 Phone: (202) 727-6436 E-mail: [email protected] Website: http://osse.dc.gov/seo/ site/default.asp Florida Florida Department of Education Turlington Building

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325 West Gaines Street, Suite 1514 Tallahassee, FL 32399-0400 Phone: (850) 245-0505 Fax: (850) 245-9667 E-mail: [email protected] Website: http://www.fldoe.org/ Georgia Georgia Department of Education 205 Jesse Hill Jr. Drive, SE Atlanta, GA 30334-5001 Phone: (404) 656-2800 Toll-Free: (800) 311-3627 Toll-Free Restrictions: GA residents only Fax: (404) 651-8737 E-mail: [email protected] Website: http://www.gadoe.org Hawaii Hawaii Department of Education 1390 Miller Street Honolulu, HI 96813 Phone: (808) 586-3230 Fax: (808) 586-3234 Website: http://doe.k12.hi.us/ Idaho Idaho State Board of Education Len B. Jordan Office Building 650 West State Street P.O. Box 83720 Boise, ID 83720-0027 Phone: (208) 332-6800 Toll-Free: (800) 432-4601 Toll-Free Restrictions: ID residents only

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Fax: (208) 334-2228 E-mail: [email protected] .gov or [email protected] .gov Website: http://www.sde.idaho .gov/ Illinois Illinois State Board of Education 100 North First Street Springfield, IL 62777 Phone: (217) 782-4321 Toll-Free: (866) 262-6663 Toll-Free Restrictions: IL residents only Website: http://www.isbe.net/ 100 W. Randolph, Suite 14-300 Chicago, IL 60601 Phone: (312) 814-2220 Indiana Indiana Department of Education South Tower, Suite 600 115 W. Washington Street Indianapolis, IN 46204-2795 Phone: (317) 232-6610 Fax: (317) 232-8004 E-mail: [email protected] Website: http://www.doe.in.gov Iowa Iowa Department of Education Grimes State Office Building 400 East 14th Street Des Moines, IA 50319-0146

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Phone: (515) 281-5294 Fax: (515) 242-5988 Website: http://www .educateiowa.gov/ http://www.iowa.gov/educate Kansas Kansas Department of Education London State Office Building 900 SW Jackson Street Topeka, KS 66612-1212 Phone: (785) 296-3201 E-mail: [email protected] Website: http://www.ksde.org/ Kentucky Kentucky Department of Education Capital Plaza Tower 500 Mero Street Frankfort, KY 40601 Phone: (502) 564-4770 Website: http://www.education .ky.gov Louisiana Louisiana Department of Education 1201 North Third Street P.O. Box 94064 Baton Rouge, LA 7082-5243 Toll-Free: (877) 453-2721 Fax: (225) 342-0193 Website: http://www .louisianaschools.net

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Maine Maine Department of Education Burton M. Cross State Office Building 111 Sewall Street 23 State House Station Augusta, ME 04333-0023 Phone: (207) 624-6700 Fax: (207) 624-6601 TTY: (207) 677-6690 E-mail: tammy.morrill@maine .gov or susan.gendron@maine .gov Website: http://www.maine.gov/ portal/education/ Maryland Maryland State Department of Education 200 West Baltimore Street Baltimore, MD 21201-2595 Phone: (410) 767-0100 Website: http://www .marylandpublicschools.org/ MSDE Massachusetts Massachusetts Department of Elementary and Secondary Education 75 Pleasant Street Malden, MA 02148-4906 Phone: (781) 338-3000 TTY: (800) 439-2370 E-mail: [email protected] Website: http://www.doe.mass .edu/

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Michigan Michigan Department of Education P.O. Box 30008 608 West Allegan Street Lansing, MI 48909 Phone: (517) 373-3324 Website: http://www.michigan .gov/mde/ Minnesota Minnesota Department of Education 1500 Highway 36 West Roseville, MN 55113-4266 Phone: (651) 582-8200 Website: http://education.state .mn.us/mde/index.html Mississippi Mississippi Department of Education Central High School 359 North West Street P.O. Box 771 Jackson, MS 39205-0771 Phone: (601) 359-3513 Website: http://www.mde.k12 .ms.us/ Missouri Missouri Department of Elementary and Secondary Education 205 Jefferson Street P.O. Box 480 Jefferson City, MO 65102-0480

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Phone: (573) 751-4212 Website: http://dese.mo.gov/

Phone: (702) 486-6458 Fax: (702) 486-6450

Montana Montana Office of Public Instruction P.O. Box 202501 Helena, MT 59620-2501 Phone: (406) 444-3095 Toll-Free: (888) 231-9393 Toll-Free Restrictions: area code 406 only E-mail: [email protected] Website: http://www.opi.mt.gov/

New Hampshire New Hampshire Department of Education Hugh J. Gallen State Office Park 101 Pleasant Street Concord, NH 03301-3860 Phone: (603) 271-3494 Fax: (603) 271-1953 TTY: Relay NH 711 E-mail: [email protected] Website: http://www.ed.state .nh.us

Nebraska Nebraska Department of Education 301 Centennial Mall South P.O. Box 94987 Lincoln, NE 68509-4987 Phone: (402) 471-2295 Fax: (402) 471-0117 E-mail: denise.fisher@nebraska .gov Website: http://www.doe.nv.gov/ Nevada (Northern Office) Nevada Department of Education 700 East Fifth Street Carson City, NV 89701 Phone: (775) 687-9200 Fax: (775) 687-9101 Website: http://www.doe.nv.gov/ Nevada (Southern Office) 9890 S. Maryland Parkway 2nd Floor Las Vegas, NV 89183

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New Jersey New Jersey Department of Education P.O. Box 500 100 Riverview Plaza Trenton, NJ 08625-0500 Phone: (609) 633-0665 Fax: (609) 984-5347 Website: http://www.state.nj.us/ education/ New Mexico New Mexico Public Education Department 300 Don Gaspar Santa Fe, NM 87501-2786 Phone: (505) 827-5800 Website: http://www.ped.state .nm.us/ New York New York State Education Department

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Education Building Room 111 89 Washington Avenue Albany, NY 12234 Phone: (518) 474-3852 Fax: (518) 473-4909 E-mail: [email protected] Website: http://www.nysed.gov/ North Carolina North Carolina Department of Public Instruction 301 North Wilmington Street Raleigh, NC 27601 Phone: (919) 807-3430 Fax: (919) 807-3445 E-mail: [email protected] .nc.us or [email protected] .nc.us Website: http://www .ncpublicschools.org/ North Dakota North Dakota Department of Public Instruction Department 201 600 East Boulevard Avenue Bismarck, ND 58505-0440 Phone: (701) 328-2260 E-mail: [email protected] Website: http://www.dpi.state .nd.us Ohio Ohio Department of Education 25 South Front Street Columbus, OH 43215-4183

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Toll-Free: (877) 644-6338 E-mail: contact.center@ education.ohio.gov Website: http://www.ode.state .oh.us/ Oklahoma Oklahoma State Department of Education Oliver Hodge Building 2500 North Lincoln Boulevard Oklahoma City, OK 73105-4599 Phone: (405) 521-3301 Fax: (405) 521-6938 E-mail: [email protected] Website: http://sde.state.ok.us/ Oregon Oregon Department of Education 255 Capitol Street, NE Salem, OR 97310-0203 Phone: (503) 947-5600 Fax: (503) 378-5156 E-mail: [email protected] .or.us Website: http://www.ode.state .or.us/ Pennsylvania Pennsylvania Department of Education 333 Market Street Harrisburg, PA 17126-0333 Phone: (717) 783-6788 TTY: (717) 783-8445 Website: http://www.pde.state .pa.us/

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Rhode Island Rhode Island Department of Elementary and Secondary Education 255 Westminster Street Providence, RI 02903-3400 Phone: (401) 222-8457 Website: http://www.ride.ri.gov/ South Carolina South Carolina Department of Education 1429 Senate Street Columbia, SC 29201 Phone: (803) 734-8500 Website: http://ed.sc.gov/ South Dakota South Dakota Department of Education 800 Governors Drive Pierre, SD 57501-2291 Phone: (605) 773-3134 Fax: (605) 773-6139 Website: http://doe.sd.gov/ Tennessee Tennessee State Department of Education Andrew Johnson Tower, Sixth Floor 710 James Robertson Parkway Nashville, TN 37243-0375 Phone: (615) 741-5138 Website: http://www.state.tn.us/ education/

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Texas Texas Education Agency 1701 North Congress Avenue Austin, TX 78701-1494 Phone: (512) 463-9734 Website: http://www.tea.state .tx.us/ Utah Utah State Office of Education 250 East 500 South P.O. Box 144200 Salt Lake City, UT 84114-4200 Phone: (801) 538-7500 Fax: (801) 538-7521 E-mail: mark.peterson@schools .utah.gov Website: http://www.schools .utah.gov/ Vermont Vermont Department of Education 219 North Main Street, Suite 402 Barre, VT 05641 Phone: (802) 479-1030 E-mail: perry.thompson@state .vt.us Website: http://www.education .vermont.gov/ Virginia Virginia Department of Education P.O. Box 2120 James Monroe Building 101 North 14th Street Richmond, VA 23218-2120

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Website: http://www.doe .virginia.gov/ Washington Office of Superintendent of Public Instruction (Washington) Old Capitol Building 600 South East Washington P.O. Box 47200 Olympia, WA 98504-7200 Phone: (360) 725-6000 TTY: (360) 664-3631 E-mail: [email protected] Website: http://www.k12.wa.us/ West Virginia West Virginia Department of Education Building 6, Room 358 1900 Kanawha Boulevard East Charleston, WV 25305-0330 Phone: (304) 558-2681 Fax: (304) 558-0048

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E-mail: [email protected]. wv.us Website: http://wvde.state.wv.us/ Wisconsin Wisconsin Department of Public Instruction 125 South Webster Street P.O. Box 7841 Madison, WI 53707-7841 Phone: (608) 266-3584 Toll-Free: (800) 441-4563 Website: http://dpi.wi.gov/ Wyoming Wyoming Department of Education Hathaway Building Second Floor 2300 Capitol Avenue Cheyenne, WY 82002-2060 Phone: (307) 777-7690 Fax: (307) 777-7690 Website: http://www.k12.wy.us

Questions and Answers with the Author

Q: I tend to freeze when I take exams, and I’m very concerned about passing the certification exams. What steps can I take to ensure success? A: We tend to procrastinate when we do not believe we can accomplish something, which is the primary reason so many teacher candidates put off taking the exams. Consider the following steps in order to give you the confidence you need to pass each certification test on the first shot. (I assume that you have done well in your education courses and contentspecialty classes. In general, the coursework you have completed in college will be more challenging than the certification exams.)

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• As stated previously, go to your state’s website and determine who writes your tests. • Familiarize yourself with the test content and take the diagnostic tests online or in the study guides. When you take the diagnostic tests, maintain test conditions and appropriate time limits. Grade the test (scoring guides are provided) to see if the answers you got wrong follow a pattern. Several years ago, before edTPA, I worked with a young woman in New York who could not pass the Liberal Arts and Sciences Test (LAST). She had absolutely no difficulty passing the more challenging ATS-W (The Assessment of Teaching Skills Written) or the CST (Content Specialty Test). The LAST basically is a reading comprehension test, and I asked her if I could review her completed LAST practice tests. What we discovered was very revealing. She incorrectly answered every question that referenced a chart. We worked on all of the “chart” questions, and I told her to sign up for the next scheduled test. She did, and passed. Your diagnostic analysis may not be that straightforward. You may examine the results of your content specialty and realize you need to review and learn more about some key concepts. We all have our preferences when it comes to the topics we study. Identify your challenges, and review the related content. Then, take the practice test again. • Understand the test format in your state: Most of the tests will include short answers (usually multiple choice) and constructed essays. Review the suggestions in this chapter and determine how much time is allotted for each section of the test. You’ll realize you have more than enough time to complete the exam. Q: What suggestions do you have regarding certification to escape the résumé pile and move ahead of fellow applicants? A: When a principal evaluates your candidacy for a teaching position, she will look beyond your content-specialty certification to any additional certifications you have and to whether you would be a candidate to supervise an activity or coach a sport. What overall value do you add to a school? In this vein, consider obtaining a second or even a third certification because you immediately become a more attractive candidate. On a practical level, if the budget is cut in your district and positions are lost, chances are greater that additional certifications will protect you.

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CHAPTER 6

Networking for a Teaching Job

The successful networkers I know, the ones receiving tons of referrals and feeling truly happy about themselves, continually put the other person’s needs ahead of their own. —Bob Burg

HOW ARE MOST JOBS FILLED?

According to the Bureau of Labor Statistics, more than 70 percent of all jobs are filled behind the scenes through personal contacts and networking. As a former school administrator, sometimes I had up to two hundred broadcast letters and résumés to review. How should a principal determine which candidates should be called in for an interview? Obviously, the professionalism of the candidate’s paperwork is a determining factor, but more often than not, a favorable advance word from a respected former colleague, administrator in another school, or college professor would elevate a candidate’s status. Many times a position becomes available midyear, and you need a quality teacher immediately. Advertising a position, securing and reviewing applications, and setting up interviews takes time—time you don’t have. Principals, faced with this problem countless times, rely on their network. I would call administrators who share my philosophy (any student can learn in an atmosphere of mutual respect and optimism) to find out if they were aware of any outstanding prospects. Invariably, my contacts came through—just as I did for them. “Hey Pete, my close friend’s daughter just graduated. If I had an opening, I’d hire her. She’s so talented. Here’s her number.” 91

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Because it is lonely at the top, administrators look out for each other and fully understand the realities of finding good people who will be effective teachers. Colleagues I worked with thirty-five years ago are still trusted friends because our values are the same and we evaluate teachers in the same manner. Any candidate who is recommended by someone whose recommendations have been spot-on in the past is taken very seriously. If networking is the most effective means of getting the interview, then how do you establish your network? WE RECOMMEND PEOPLE WE LIKE AND BELIEVE WILL DO A GOOD JOB

Are you outgoing and personable, or are you boring and difficult to get along with? How many friends do you have (not just acquaintances), and how do the people who know you best really feel about you? Are you the kind of person who is always willing to help someone in need, or are you self-centered and more concerned with number one? Are you dedicated and determined to do a good job, or do you cut corners when you think no one is looking? Do you have integrity, or would you be willing to sell out to the highest bidder if you thought you could compromise and get ahead? Be objective about who you are. If, by chance, the second part of each question above is closer to your reality, your social skills definitely need a makeover. Take on a more positive, outgoing personality. Get in the habit of becoming a good listener, compliment others, and give credit when it’s warranted. Although it only takes one wellconnected individual to help you get a teaching job, the more people you have in your corner, the more options you will have. Even if you manage to get the teaching job, your success and impact on students will be compromised significantly if you cannot look beyond your own needs. If you are selfless, really care about other people, and are willing to work hard, recommendations will not be hard to secure. The assumption is that if you are reading this book, teaching is your dream and your motives are genuine. As a result, you should not have any difficulty building your network.

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WHO ARE OUR POTENTIAL NETWORK MEMBERS?

The short answer is: anyone you know. But, specifically, anyone who knows you and likes and respects you can be a part of your network. Certainly, someone who can speak about your outstanding character and ability to teach can be a quality supporter. However, any contact can potentially be instrumental in helping you get the interview. GET ORGANIZED

As you begin to generate your networking list, remember to organize all contacts in a personal card file or database. Do not be reluctant to contact people who can help you, and keep track of each call, including a synopsis of the conversation. In addition, set up a home office. This can be a small section of your room where you have your computer, pens, pencils, envelopes, stamps, staples, paper clips, and a schedule book and calendar. This is your “war room” where all networking communications, leads, and appointments are listed and all contact phone numbers, e-mail addresses, and mailing addresses are kept in alphabetical order. Sponsor Teacher

Student teaching is an excellent time to network because potential supporters have the opportunity to see you in action each day for an entire semester. The first person you want to impress is your sponsor teacher. Volunteer for any extra assignment to lighten his load. Use your talents or special skills. Use your creative ability to put up a bulletin board, prepare an arts lesson, or share your musical talents with the class. Perhaps you can complete clerical chores, write reports, or take attendance. Follow the lead of your sponsor in preparing your lessons, ask questions, and implement quality suggestions. Seek advice. Ask your sponsor how he got the job, and ask for suggestions about where to apply and whether your present school has any openings. If you were a significant help and were good with the students, the sponsor teacher will be glad to return the favor.

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Other Teachers at the School

With permission (from the chair or administrator), observe other teachers during your free periods and connect with as many veterans as you can. Make it a point to learn who the best teachers are on staff, observe them, and seek their advice. Veteran teachers already have a network, and if they are respected, they can be an invaluable resource. Not only will they know where the jobs are, their recommendations of you will be taken seriously. The School Secretaries

As stated in chapter 3, the school secretaries are the first line of defense for the principal and assistants. Sometimes they know who is retiring or taking maternity leave before the administrators do. Let’s look at this logically. While the administrators are attending meetings, visiting classes, and attending various activities, the secretaries are camped in the main office—the command post. Also, secretaries are unusually supportive and protective of administrators and, as a result, administrators trust and rely on the judgment of the secretary. Impress the secretary. Administrators

As stated in the introduction to this chapter, principals frequently contact other principals about top teaching prospects. Hopefully, you were able to make a favorable impression on the principal at your student teaching school. In addition, contact the principal in your home district and ask to meet with her to get advice on how to network effectively to secure a teaching position. When you call to schedule the appointment, remind the secretary you are a district resident and stress the fact that the appointment would be at the principal’s convenience. If you graduated from the district school, and staff members have a positive recollection of you—all the better. Subbing

Zero in on local districts in which you would like to work full-time, and offer your services as a substitute teacher. Let’s face it, most peo-

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ple (students especially) see the substitute as a glorified babysitter. If you are actually able to teach a lesson, hold student attention, and avoid discipline problems, your stock will soar. No absent teacher wants to return to chaos, so an effective stint as a substitute will enhance your opportunity for full-time work. You will also add personnel you have helped (the teachers, administrators) to your network. Professors

Include professors and career counselors at your college or graduate school in your network. Frequently, professors or career counselors are married to or have relatives who work in service or education fields. Maintain contact, ask for advice, and ask about any contacts they have whom you might add to your network. Friends and Family

Your goal is to spread the word that you are looking for a teaching job. One of the best opportunities to accomplish this is at informal gatherings with friends, family, and neighbors. Ask acquaintances what they do for a living, and share your goal of getting a teaching job. Be able to deliver a quality letter, updated résumé, and reference list if requested. Attend School Board Meetings

District residents run for the school board for one of four main reasons: 1. They genuinely care about the quality of education in their district and sincerely want to make a difference for children. 2. They enjoy the notoriety. 3. They are pushing an agenda. 4. They have political aspirations. Being a school board member is a thankless job. There is no salary, the hours of work border on insanity, and few people will appreciate your participation and sacrifice. However, board members set policy, approve

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all hirings and firings, and know when an opening exists. Attend board meetings in your district, learn who the most respected members of the board are, and schedule an “advice” meeting with these people. Board members attend conferences with other district board members. Impress the board members, and your network grows. If you have something intelligent (not controversial) to add at a board meeting, contribute. You might volunteer to serve on a district committee such as curriculum or a feasibility study. Your involvement will get you known and appreciated. Clergy

If you are active in your church, either as an attendee at services or a volunteer to help the poor, coach a sport, or teach, no doubt your clergyman would recommend you for a teaching position. Despite the scandals that have rocked our churches, the counsel of respected clergy is still sought, and a recommendation from a church leader could pay dividends. Administrators want people of character on their staff, and a recommendation from a pious person would serve to elevate your status. If the clergy can speak to your teaching and leadership skills—all the better. Alumni Associations

Alums are always pleased to assist a fellow alum because you have a built-in connection. You had some of the same professors, lived in the same dorms, partied at the same bars, and experienced the same traditions. Each alumni association publishes an alumni newsletter or journal that includes snapshots of the graduates. Get on the mailing list, spend a few bucks for the alumni directory, and submit your own snapshot (including the fact that you are looking for a teaching job) for publication. Generate a list of all alums from your school who are teaching—the secretary for the director of alumni relations can be very helpful here—and contact everyone with a personal request for assistance. In addition, attend alumni gatherings, reunions, or golf outings. My older son, Pete, graduated from Johns Hopkins, lives in Virginia,

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and plays on a coed football team in Virginia sponsored by Hopkins. The league has seventy teams. Networking opportunities abound. My younger son, Matt, graduated from Villanova, lives in Manhattan, and is a huge Villanova basketball supporter. Any time a Villanova basketball game is televised, a number of bars and restaurants in Manhattan cater to Villanova alums. A number of networking opportunities have surfaced for jobs and business transactions. Tutoring Agencies

Frequently, retired teachers develop tutoring businesses. In addition to providing you with steady income while you wait for the fulltime spot, people who run these agencies have a built-in network. If you are reliable, do a good job, and add to their bottom line, they will become a part of your network, and their contacts will be a bonus. In addition, parents who hire you to tutor place a value on education. Do a good job, and parents will be appreciative. You never know where this could lead. Note: Agencies take a cut of each hour you tutor. They will bring you a steady stream of clients, but you can also advertise in local pennysavers and keep the entire rate for yourself. Education Honor Societies

If you were inducted into honor societies such as Kappa Delta Pi, Golden Key, or Phi Beta Kappa, keep the membership active after you graduate and be certain to receive publications and attend societysponsored conferences and events. Similar to the alumni section above, your mutual involvement in an organization provides a built-in icebreaker and connection with a potential network addition. Subject Associations

Join any educational association in your subject area or any related organizations in reasonable proximity to your residence. Attend meetings and conferences, and become an active member. Share your goal of securing a teaching job—and do not forget the business cards.

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LINKEDIN

The world’s largest professional/social network is LinkedIn with more than 330 million users as of late 2014. On average, two new members join the site every second. Here, registered users can maintain contact with people they know and with the acquaintances of those people. It is a very effective job search tool because you can access knowledge, learn of opportunities in your field, and share your experience and expertise. It provides an excellent opportunity to build your network. If you can use Facebook, you can figure out LinkedIn. Just remember that Facebook is a less formal social site whereas LinkedIn is a professional networking website. When you post anything on LinkedIn, it should be something that would be appropriate to share at a formal networking event or job interview. To begin, go to learn.linkedin.com for free video tutorials to help you learn all about this website, including setting up your account and creating your personal profile. Your profile should be concise and present you in the most professional light. When you create your professional profile, make sure you have a professional headshot, a well-written professional summary, and a concise headline. (LinkedIn only provides 120 characters for your headline.) Your professional summary can include the following components: • Your contact information including your e-mail address and phone number • Your educational background including colleges/universities attended, degrees, honors, Dean’s List, inductions into honor societies, GPA, graduate school, related associations and certifications. (If your GPA is a bit low, focus on content specialty courses and education classes.) • List any related achievements, but do not focus on jobs or experience. Instead, focus on what you have accomplished and how. For example, you could write something like “Raised the reading levels and math scores with individualized instruction and drilland-practice methodologies, respectively.” • Secure at least three recommendations from professionals who can attest to your potential as a teacher and/or your character. All too

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often recommenders neglect to include the character quality. Do not be reluctant to ask for this inclusion. • List professional enhancements such as honor societies (maintain membership after graduation) and subject-related associations. This underscores your commitment to your subject in particular and teaching in general. • Include your enrollment in graduate school, including the degree and any additional certifications you will acquire and when you expect to complete your degree. Frequently new teachers hold off enrolling for a master’s degree because of their uncertainty about professional plans. Your enrollment in graduate school solidifies your direction and displays commitment. Questions and Answers with the Author

Q: Isn’t LinkedIn just for the business world? A: One LinkedIn group called “Teachers’ Lounge” had more than one hundred thousand members as of early 2014. Inside these groups, you can follow discussions, ask questions, and comment on educationrelated issues. Most groups are free to join and open to anyone, and there are groups all over the world. Q: How do I network when I have difficulty asking for help? A: I tell my student teachers every semester to stay in touch with me, keep me posted about their job search, and call me whenever they get an interview. Many of my students do, but some graduates are reluctant because they still lack confidence and have a fear of imposing. Last semester, one of my very best student teachers asked how long students could call me after they graduate. Without really thinking, I said, “Until I stop breathing.” Remember, as teachers, we are service-oriented people. Our goal is not to make a million dollars a year and retire at forty to St. Barts. Ask a teacher for help, and you will get it. To prove my point, Brother John Hofschmidt, a Franciscan brother and former teacher of mine at St. Francis, and one of the finest people I have ever known, was a mentor to me until the day he passed away in late 2006. For forty years, I could go to him for advice about the job search, or whether I should have applied for a particular administration position.

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He was always there for me. Aside from finding your own Brother John, consider the following steps to overcome your inhibitions and develop your network: • Understand that people want to help you. My son Pete speaks about the “Lemonade Stand Principle” in his book, I Got My Dream Job and So Can You. As Pete wrote, “I always stop at lemonade stands, not because I’m thirsty or the lemonade is so good, but because I like to help younger people.” I genuinely enjoy recommending one of my students for a teaching or administrative position and watching them succeed. Nothing brings me greater professional satisfaction, because I know that I am helping to place a dedicated teacher and quality person in front of students who need an effective educator and role model. • Join clubs related to your interests and secure a leadership role. Aside from developing your talents, you will have the opportunity to showcase your abilities. Get to know the members of the organization, and show yourself as a talented, involved person of character. This should be a prerequisite before you ask for an endorsement. • Before you reach out to people who do not know you as well, contact friends, relatives, and other personal acquaintances and ask for their help in recommending you to a decision maker. This will build your confidence and help you get over the fear of imposing. Then you can access people who are secondary contacts without negative preconceived notions that might have held you back. • Have an action plan at networking events. If you attend a networking event, you will not be reluctant to approach someone if you have prepared an action plan. It is difficult for anyone to break into a small group of people, and if you are feeling a bit insecure, approach an individual who appears to be alone and is probably as nervous as you are. As an icebreaker, introduce yourself and share your feelings about the difficulty of networking. • If Mr. Loner does not respond, ask him what he does for a living. Focus on him. Have follow-up questions ready—for example, about his educational background, family, residence history.

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Most of all, be a good listener. Many people do not pay attention, which tends to stall the interaction. And don’t be checking out everyone else in the room. Stay focused on the person in front of you. Invariably, poor listeners are busy formulating their next comment instead of responding to the words of the person with whom they are speaking. • If your networking partner senses superficial, feigned interest from you, the opportunity goes nowhere and your networking confidence will decrease. A wise mother once told her daughter to dance with any guy who asked her, even if she didn’t want to. The reason? Because the boy she really wanted to dance with might be watching. A really effective principal treats everyone in the school (assistants, custodians, teachers, and secretary) the same way: with respect. Likewise, when you attend a networking event, show interest in every person you meet. People respond positively to an outgoing person. Be that person.

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CHAPTER 7

The Broadcast Letter

It’s not who you are that holds you back, it’s who you think you’re not. —Author Unknown WHERE SHOULD THE FOCUS BE?

Most teacher candidates spend an inordinate amount of time perfecting the résumé and very little time on the broadcast letter (cover letter). The broadcast letter is designed to “broadcast” your achievements in an organizational structure that presents you in the most favorable light. Understand that the résumé is a chronological listing that includes your objective, education, job experience, and student teaching. If you are a career changer looking to get into teaching, your résumé would be more functional as this résumé focuses more on professional skills. Résumés are usually pretty boring. Because of the boilerplate style (they all look alike), there is little to distinguish candidates based just on the résumé. Don’t get me wrong; you have to provide a quality résumé when you apply for a teaching job. But your letter, if written properly, can be a determining factor in getting you the interview. After all, an employer spends only about thirty seconds reviewing your résumé. The typical cover letter might get you one or two interviews for every one hundred sent. The letter presented here will get you a significantly higher number of interviews. This is a format I began using in the 1970s—I believe the Harvard Business School developed it in the 1950s—and I have refined it over time for teacher candidates. It has dozens of variations, but the style presented here is designed to impress the reader (usually the decision maker) with your professionalism. 103

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The Principal’s Job

Principals have an impossible job, and some researchers question whether it is even doable. With a large staff, diverse student body, vocal parents, sometimes intrusive school boards and union leadership, a myriad of simple and complex decisions to make each day, the ever-present pressure of test scores, and the close scrutiny of community members who think they know more about running a school than principals do, the task is daunting. Obviously, principals do not want to make a mistake in hiring—it is a reflection of their judgment. Given their time constraints and the pressure they feel to employ a caring, competent, and qualified candidate, the broadcast letter can eliminate many poor candidates and identify potentially superior teachers. WHAT CAN THE LETTER ACHIEVE?

First, the letter is an opportunity for the candidate to display intelligence, teaching achievement (or relevant experience foreshadowing teaching success), organizational skills, dedication, attention to detail, and the endorsement of a respected mentor. In addition, your letter can present a most effective writing style, which is a prerequisite for effective speaking—the most important personal characteristic required to achieve teaching success. Former secretary of education Rod Paige, in his first annual report to Congress on teacher quality, documented the crucial link between a teacher’s verbal and cognitive abilities and student achievement. Your letter is your very first opportunity to showcase these abilities. From the moment your application is received, you are being evaluated. MAJOR PITFALLS IN LETTER SUBMISSION

Poor Organizational Structure

The letter has no design or plan and is not divided into effective paragraphs. The overall lack of organization fails to achieve the purpose of displaying intelligence, attention to detail, and effective writing style.

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No Sentence Variety

Most of our sentences are of the subject-verb-object variety. Be cognizant of your writing patterns and your sentence lengths. Combine sentences; use definitive, specific language; and omit unnecessary words. When you combine sentences, you avoid a “choppy” style. When you use concrete words, you are exact in your description. And when you eliminate unnecessary or redundant wording, your presentation is much more effective. Faulty Parallelism

In addition to a lack of sentence variety, another key issue is the inability to present the parts of the sentence in the same grammatical form: • Incorrect: Susan wants to be a singer, dancer, and do choreography. • Correct: Susan wants to be a singer, dancer, and choreographer. Overuse of “I”

Frequently, teacher candidates will begin sentences with “I.” In addition to the poor, repetitious sentence structure, the focus shifts from the accomplishments of the applicant to the individual. The writing becomes tedious. For example: • Incorrect: I completed my student teaching at P.S. 133 in Brooklyn, New York. I prepared challenging lessons designed to meet the needs of a diverse population. I raised the reading levels of all the students in my second-grade class. • Correct: As a student teacher at P.S. 133, in Brooklyn, New York, I prepared challenging lessons for a diverse population and raised the reading level for every student in my second-grade class. Agreement Issues

The most frequent agreement mistake tends to be subject-verb. Determine whether the subject is singular or plural, and use the appropriate verb.

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Failure to Use Action Verbs

You want your letter to present you as a doer. To accomplish this, consider the use of the following action verbs in your letter—especially in the first two paragraphs. Management Skills

Communication Skills

Research Skills

Technical Skills

administered analyzed assigned attained chaired consolidated contracted coordinated delegated developed directed evaluated executed improved increased organized oversaw planned prioritized produced recommended reviewed scheduled strengthened supervised

addressed arbitrated arranged authored corresponded developed directed drafted edited enlisted formulated influenced interpreted lectured mediated moderated motivated negotiated persuaded promoted publicized reconciled recruited spoke translated wrote

clarified collected critiqued diagnosed evaluated examined extracted identified inspected interpreted interviewed investigated organized reviewed summarized surveyed systematized

assembled built calculated computed designed devised engineered fabricated maintained operated overhauled programmed remodeled repaired solved trained upgraded

Financial Skills

Creative Skills

Helping Skills

Clerical or Detailed Skills

administered allocated analyzed appraised audited balanced

acted conceptualized created designed developed directed

assessed assisted clarified coached counseled demonstrated

approved arranged cataloged classified collected compiled

budgeted calculated computed developed

established fashioned founded illustrated

diagnosed educated expedited facilitated

dispatched executed generated implemented

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Teaching Skills adapted advised clarified coached communicated coordinated developed enabled encouraged evaluated explained facilitated guided informed initiated instructed persuaded set goals stimulated

More Verbs for Accomplishments achieved expanded improved pioneered reduced (losses) resolved (problems) restored spearheaded transformed

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Financial Skills forecasted managed marketed planned projected researched

Creative Skills

Helping Skills

instituted integrated introduced invented originated performed planned revitalized shaped

familiarized guided referred rehabilitated represented

Clerical or Detailed Skills

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More Verbs for Accomplishments

inspected monitored operated organized prepared processed purchased recorded retrieved screened specified systematized tabulated validated

(Adapted from the St. Francis College Career Center)

One Page Typed, Please

If you need a second page, you’re too wordy. Be concise and change the font. (Just make sure the principal doesn’t need a magnifying glass to read your letter.) A close friend and former school principal for thirty years told me he never considered a letter of more than one page. His reason? “I don’t have the time to read two or three pages, and it’s been my experience that candidates like this tend to be very needy. I want self-starters who are action oriented.” Quality Paper

Principals want professionals. Your letter is your first opportunity to impress. I’ve actually received handwritten cover letters on loose-leaf paper. Purchase quality printer paper. Spelling and Grammar

Use SpellCheck and have a professor or quality writer review your letter. You also might want to acquire a copy of The Elements of Style, the best grammar/writing book on the market. Excessive misspellings, fragments, or run-on sentences could prevent you from getting the interview.

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THE COMPONENTS OF THE BROADCAST LETTER

The organizational structure of the broadcast letter is: • • • • • • •

Address First action paragraph Second action paragraph Reason for writing Academic background Characteristics that enhance your candidacy Close

The Address

In my career, I have received letters from teacher candidates addressed this way: • • • •

Dear Principle Lieberfeld: Dear Mr. Leiberest, Attention principle: Dear Mrs. Lieberman,

Remember, everyone likes to hear his name or see his name in print. Get a principal’s name with the correct spelling and mailing address by accessing the school’s website or by calling the school and speaking directly to the school secretary. Some people who have a doctorate insist on being called “Doctor.” Find out if the person has a doctorate and always list that title in the address. The address looks like this: 92 Penelope Street Middle Village, NY 11345 January 1, 2015 Dr. Peter Leibman, Principal Brooklyn High School 180 Johnson Place Brooklyn Heights, NY 11562 Dear Dr. Leibman:

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The First Two Action Paragraphs

In order to impress the decision maker, you must present yourself as someone who has been successful working with children, or someone who has transferable skills that are required for success. As you present your experience profile in the first two paragraphs, it is not enough to recall the positions you held or where you student taught. You must list your accomplishments. If you taught at P.S. 128, how did you help the children? What did you do specifically, and how are the results measurable? If you volunteered or worked in an afterschool program, what is most impressive about your performance? What specifically substantiates your achievements? If you are changing careers from corporate to teaching, consider those characteristics of great teachers listed in chapter 2. What have you accomplished careerwise that required those skills? In the first two paragraphs, share those experiences along with student teaching. Once you have identified the successes that will impress the principal/committee, focus on those specific action verbs listed above that express exactly what you did. One of my best student teachers had only one job experience, which was a five-year stint as a bartender. Even though I can think of a number of part-time jobs that would prepare a prospective teacher more effectively for teaching, working five years in the same location with increasing responsibilities does require a certain skill set. The key is to effectively present those transferable skills—speaking and writing ability, reliability, trustworthiness, diligence, dependability, attention to detail, and personable demeanor. In this instance, we led with the student teaching experience in the first paragraph and followed with the job experience as a bartender in the second paragraph, stressing her communication skills and reliability, including the fact that she paid her way through college with her job. She’s now teaching full-time. If You Have Teaching Experience

Hopefully, you have successful experience working with children either as a volunteer or part-time worker in addition to student teaching. If

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you do, write your first paragraph about your work experience, stressing what you accomplished. For example: “As an afterschool employee at the Walnut School in Park Slope, New York, for the past six years, I began as a homework helper for kindergarten–third-grade children. For the past three years, I have assumed complete responsibility for the supervision of a staff of ten and student body of one hundred. I introduced a Reading through the Arts and Building Self Esteem Program and implemented an intergenerational initiative where retirees serve as volunteers. My efforts have raised reading levels and doubled enrollment. We now have a waiting list of fifty-five children.” The key words in this paragraph are, “assumed complete responsibility,” “introduced,” “implemented,” “raised,” and “doubled.” What conclusions can we draw about this young teacher? As a school administrator, wouldn’t you want someone like this on your staff? You Have Achieved More Than You Think You Have

I know what you’re thinking—“But I don’t have that kind of experience.” My answer? We all underestimate our talents and our achievements. Try this: List all of your experiences working with children. Now list what you accomplished, focusing on the action verbs presented previously. Formulate an organized paragraph being specific and concise, avoiding unnecessary words. No Experience

If you have no experience working with children, focus on your student teaching experience in your first paragraph. For example: “As a student teacher at P.S. 128 in Middle Village, New York, I develop and present lessons using the New York State standards in mathematics and English language arts as a guide. I differentiate instruction for a diverse population of second graders with different learning styles and create an optimal learning environment of mutual respect with effective classroom management skills. The goal of my work is to establish occasions of success and build self-esteem. All supervisory reviews have been most positive.”

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Notice the six action verbs that propel the paragraph and the focus on academic and character development. This candidate clearly understands that test scores aren’t the only measure of teaching effectiveness. Teaching respect for individual differences and building self-esteem are crucial ingredients in any successful classroom. The Third Paragraph

Your third paragraph is where you express the reason for writing. Understand, our focus in the first two paragraphs is on what you have accomplished. Most books that address cover letters suggest that you express the reason for your letter in the first paragraph, but then the substance of your letter—what you want the reader to focus on (your achievements)—is relegated to secondary importance. To illustrate, if you want to express your displeasure with someone, you should begin with a positive. Your positive comments take center stage and soften the impact of the negative. With your action-packed first two paragraphs, you help to create an optimistic, receptive reader response rather than, “Here’s another teacher candidate.” The third paragraph is short and to the point: Option 1: Standard Request “I am writing to you to be considered for an elementary teaching position at P.S. 128 in Middle Village, New York.” Note: You do not say “a third-grade teaching position,” or “kindergarten teaching position.” You do not specify because you want the interview and a job. Be flexible, and don’t limit your opportunities. Every semester, my student teachers ask me if they can remain with their first placement. (In New York, you must complete 300 hours, 150 in each of two levels.) Then, at the end of their experience, they comment that the second placement was even more enjoyable. If you have your heart set on a particular grade, don’t be reluctant to accept a teaching job in another grade. Once you’re in a school, you may have an opportunity to move to another grade—if you still want to. OR

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Option 2: Referral “I am writing to you at the suggestion of Melinda Johnson, a teacher at your school, who suggested I contact you about the third-grade position available for September.” Note: If Ms. Johnson is a respected teacher and quality person, your chance of getting an interview is enhanced. The principal does not want to offend a trusted staff member, and Ms. Johnson’s recommendation has credibility. She’s not going to recommend someone who could tarnish a reputation she took years to establish. OR Option 3: Advertised Position “I am writing to you to apply for the English position at New Union High School recently advertised in The New York Times.” Keep in mind that advertised positions are much more difficult to acquire. Again, more than 70 percent of all jobs are secured through personal contacts and networking. The Fourth Paragraph

The fourth paragraph is all about your academic background including degree, GPA, honors, awards, membership in honor societies, required seminars attended, and certifications. If you have not passed all of your certification exams, list the ones you have passed, and state that the remaining test result is pending—provided you are awaiting results or you have scheduled the exam. Obviously, you would not mention the fact that you failed a certification exam three times. If your GPA is a bit low overall, focus on your GPA in your area of concentration (physical education, English, history). Sometimes legitimate reasons explain a low GPA, such as having worked full-time during college to pay the tuition, family illness, or being a single mom. We have all experienced tough times and can identify with and root for a survivor. One of my former student teachers transferred from another school because he was asked to leave. “I was stupid, Dr. Leibman,” he said. “I had too much to drink and pulled some pranks with friends.” I appreciated

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his honesty when I asked about his low GPA before transferring to St. Francis. He got his act together with maturity and experience, and he’s now a high school dean two years after graduating. Always be honest. Your fourth paragraph looks like this: “I will graduate from St. Francis College in May of 2015 with a bachelor’s in childhood education and a 3.5 GPA. Elected vice president of Kappa Delta Pi Education Honor Society, I was on the Dean’s List every semester. I have completed all required seminars—Safe Schools against Violence, Prevention of Child Abuse and Maltreatment, and Prevention of Substance Abuse. I have passed the EAS and ALST certification exams, and the CST (content specialty) is pending. At graduation, I will be fully certified.” The Fifth Paragraph

This paragraph addresses those special characteristics you possess that are prerequisites for becoming an effective teacher. And some characteristics are more important than others based upon what the characteristic implies and, specifically, what the school needs. A principal really wants a teacher who will be competent, dedicated, and low maintenance. The last person you want is someone who will present problems, occupy your limited time, and not go the extra mile to get the job done. This paragraph goes something like this: “Characteristics that I believe enhance my candidacy include: team player, great communication skills, belief that all children can succeed, strong motivational skills, attention to detail, thorough lesson planner, and willingness to assume responsibility for before- or afterschool activities.” What do these characteristics imply? • Team player: The principal will not have to worry about another malcontent who will undermine initiatives. You will be a supportive ally. • Great communication skills: Not only will students understand your lessons, but on those occasions when you present to parents either verbally or in writing, you will not be an embarrassment.

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• Belief that all students can succeed: You will assess student strengths and challenges to develop lessons that enhance strengths and overcome challenges. • Strong motivational skills: You believe in the self-fulfilling prophecy. In your class, no one feels uncomfortable and everyone is encouraged. Students respond accordingly. • Attention to detail: Schools are inundated with paperwork and reports that are required to justify funding and community support. The principal will not have to worry about you shirking your responsibilities. All reports will be completed expeditiously. • Thorough lesson planner: Many schools don’t even require lesson plans—especially for veteran teachers—and new teachers are seldom observed. Typically, administrators rely on feedback from parents, staff members, and the students. If no negatives come forward, there’s no reason to visit your class. Unfortunately, building administrators tend to be more reactionary than proactive given the time constraints and pressures. If you are viewed as a thorough planner, there will be less need to scrutinize your teaching and most important, you will be an effective teacher. • Willingness to assume before- or after-school activities: This phrase indicates your willingness to get involved in the school community in addition to teaching your classes. You will make a commitment because you genuinely care and realize that teaching is not limited to what goes on in the classroom, and curriculum is not only what’s read in a textbook—curriculum is anything that happens in a school or at an activity. Note: The contents of this paragraph may change given your research of the school. For example, you would stress your strong management skills in a school where structure is required, and your ability to differentiate instruction for a diverse population with different learning styles. The Last Paragraph—The Close

All too often, the last paragraph is taken for granted, but you are missing a great opportunity if you do not consider the ramifications. Consider the following last paragraph:

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“I would welcome the opportunity to discuss my qualifications in greater detail in a personal interview. You can reach me at (917) 7771234 or by e-mail at [email protected]. You can also contact my college supervisor, Dr. Peter Leibman, at his home (516) 724-1234 or his office (718) 724-5678. My résumé and reference list are attached for your review. Thank you for your consideration. Sincerely, Steve Johnson” What can be gleaned from this paragraph? Aside from making it easy for the principal to contact you with phone and e-mail presented, you also provide the phone numbers for your college mentor, which solidifies your credibility. Note: At some colleges, professors may not be able to do this, but, if you have a good relationship with a professor and have his permission to use his phone or e-mail, this is a huge plus. In addition, the phrase “to discuss my qualifications in greater detail” implies that there is much more to you than what you presented— and what you presented is impressive and grabbed our attention. How soon can we meet? In conclusion, following are the completed broadcast letter and two additional examples.

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92 Penelope Street Middle Village, NY 11345 January 1, 2015 Dr. Peter Leibman, Principal Brooklyn High School 180 Johnson Place Brooklyn Heights, NY 11562 Dear Dr. Leibman: As an after-school employee at the Walnut School in Park Slope, New York, for the past six years, I began as a homework helper for kindergarten–third-grade children. For the past three years, I have assumed complete responsibility for the supervision of a staff of ten and student body of one hundred. I introduced a Reading through the Arts and Building Self-Esteem Program and implemented an intergenerational initiative where retirees serve as volunteers. My efforts have raised reading levels and doubled enrollment. We now have a waiting list of fifty-five children. As a student teacher at P.S. 128 in Middle Village, New York, I develop and present lessons using the New York State standards in mathematics and English language arts as a guide. I differentiate instruction for a diverse population of second graders with different learning styles and create an optimal learning environment of mutual respect with effective classroom management skills. The goal of my work is to establish occasions of success and build self-esteem. All supervisory reviews have been most positive. I am writing to you to be considered for an elementary teaching position at P.S. 128 in Middle Village, New York. I will graduate from St. Francis College in May of 2015 with a bachelor’s in childhood education and a 3.5 GPA. I was vice president of Kappa Delta Pi Education Honor Society and was on the Dean’s List every semester. I have completed all required seminars— Safe Schools

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against Violence, Prevention of Child Abuse and Maltreatment, and Prevention of Substance Abuse. I have passed the EAS and ALST certification exams, and the CST (content specialty) is pending. At graduation, I will be fully certified. Characteristics that I believe enhance my candidacy include: team player, great communication skills, belief that all children can succeed, strong motivational skills, attention to detail, thorough lesson planner, and willingness to assume responsibility for before- or afterschool activities. I would welcome the opportunity to discuss my qualifications in greater detail in a personal interview. You can reach me at (917) 7771234 or by e-mail at [email protected]. You can also contact my college supervisor, Dr. Peter Leibman, at his home (516) 724-1234 or his office (718) 724-5678. My résumé and reference list are attached for your review. Thank you for your consideration. Sincerely, Steve Johnson Here are two more examples:

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2221 4th Avenue Brooklyn, NY 11204 January 1, 2015 Mrs. Heather Foster, Principal P.S. 133 211 Eighth Street Brooklyn, NY 11212 Dear Mrs. Foster, As a student teacher at your school this fall, I am gaining a great deal of experience, developing and presenting a number of lessons that follow the New York Standards for Physical Education in pre-K through fifth grade, as well as making sure they meet my students’ learning abilities. I’ve learned to create a safe and comfortable learning environment, promoting successful classroom management. Between September 2011 and March 2014, I worked at Tutor Time Day Care in Bay Ridge, Brooklyn, as a teacher assistant. I worked with children from infants to five-year-olds and apply the skills I gained there in the classroom. My responsibilities included assisting the teacher with the assignments she had for the students, distributing their breakfast, snacks, and lunch every day, leading storybook time, supervising play activities, and putting the children down for their naps. I am writing to express my interest in obtaining a full-time position teaching physical education at your school. I will be graduating from St. Francis College with a bachelor of science in physical education, certified in grades K–12 in January 2015 with a GPA of 3.5, have made the Dean’s List multiple semesters, and I am a member of the Xi Rho Chapter of Kappa Delta Pi International Honor Society in Education. I have completed all of the required seminars, which include Prevention of Substance Abuse, S.A.V.E., and Prevention of Child Abuse and Maltreatment, and have passed the EAS and the ALST (Elementary). The CST is pending.

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My strengths include being highly motivated with the ability to initiate and implement the changes needed to support the physical and personal development of students. My commitment and enthusiasm for my content area will instill in my students an appreciation for physical education. I also understand the importance of differentiated instruction and multiple assessments, and of remembering that I will have to modify my methods, the content, and the learning environment based on my students’ learning styles, performance levels, and interests. I have continuously demonstrated that I can effectively communicate and interact with students and provide them with constant encouragement. Enclosed are my résumé and reference list, and you can also find my application on the Department of Education’s New Teacher Finder. I can be reached at (917) 626-0484 or by e-mail at [email protected]. You can also contact my college supervisor, Dr. Peter Leibman, at his home (516) 775-6633, his office (718) 659-2222, or on his home e-mail address, [email protected]. I look forward to hearing from you. Thank you for your time and consideration. Sincerely, Jane Smith

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3416 4th Avenue Brooklyn, NY 11538 January 1, 2015 Keith Sequria, Athletic Director Leman Preparatory School 1 Morris Street New York, NY 10004 Dear Mr. Sequria, Currently, I am gaining excellent teaching experience at Leman Manhattan Preparatory School. I create and teach lessons based upon the New York State and NASPE standards of physical education. Each lesson is prepared to meet the specialized needs of each student. My primary goal is to create a positive, safe atmosphere while teaching students the fundamental skills of each sport/activity and promoting sportsmanship, teamwork, and professionalism. As a party supervisor at a children’s entertainment center called Fun Times U.S.A., I instructed, managed, and controlled the safety of each child while implementing fun activities to fully engage the children. Later I applied these skills to teach a little league baseball team, creating a fun environment while teaching the fundamentals of the sport, respect for the game, and teamwork. I am writing to you because I hope to acquire a full-time position as a physical education teacher where I can continue to promote, teach, and coach fitness and sports—and inspire students. In January 2015, I will graduate from St. Francis College with a bachelor of science in physical education with a GPA of 3.5. I was inducted into Kappa Delta Pi Educational Honor Society, and I have been on the Dean’s List. I have completed all of the required seminars—Safe Schools against Violence in Education, Prevention of Child Abuse, and Prevention of Substance Abuse—and I have passed the EAS, the ALST, and CST. The National Academy of Sports Medicine has cer-

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tified me as a personal trainer, and my specialties include corrective exercise, Jr. Fitness, sports performance, and safety and first aid. My strengths include good communication skills, classroom management, leadership, and attention to detail. I know how to be a team player and understand the importance of encouragement and motivation. With my fitness experience, I strive to inspire and improve lifestyle conditions and lifelong skills. My passion, dedication, and knowledge are what make me the type of teacher all students deserve. I would welcome the opportunity to discuss my qualifications in greater detail in a personal interview. You can reach me at (347) 7276094 or by e-mail at [email protected]. My résumé and reference list are attached. I look forward to hearing from you, and, hopefully, becoming a member of the Leman family and team. Thank you for your consideration. Sincerely, John Davis

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Questions and Answers with the Author

Q: I am a prospective career changer, but I do not have any teaching experience to incorporate into my broadcast letter. How should I address this issue in my letter? A: Examine your background closely and brainstorm all of those skills developed from your business background that will translate to teaching success. Compare those talents with the abilities of effective teachers and reasons for becoming a teacher that are listed in chapter 3. In addition, consider the characteristics of the very best teachers you have had. What made those instructors so exceptional? How have you specifically exemplified any of those prerequisite skills? To do this, consider your most significant achievements in business. What personal talents can you point to that helped you achieve success? What action verbs describe the role you played? Then relate those special abilities (motivator, mediator, salesperson, public speaker, problem solver, and organizer) to teaching. In addition, your second “action” paragraph would be your student teaching experience. Be certain to explain what you accomplished in student teaching. How did the students improve as a result of your instruction? What role did you play? How about the classroom observations that were written by your college supervisor, sponsor, or school administrator? Assuming the evaluations were positive, list those special qualities you displayed that these observers identified. No doubt the transferable skills you mentioned in your first paragraph will be supported by the evaluators, validating your assertion that you have the talent to transition effectively to teaching. Q: Many school districts now insist that candidates apply online. How do I stand out to get the interview? A: As stated in chapter 6, networking is the best way to move ahead of other applicants. Without an influential contact, however, you must attack the situation logically. What criteria do you believe the decision makers will use to evaluate applicants? Obviously, they want a teacher who meets their district’s specific needs. To separate yourself, access the school district’s website. Review its mission, test scores, district ac-

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tivities, and demographics. In short, determine the profile of a teacher who might work in this district and market yourself accordingly. Many corporations now require applicants to apply online as well. Some personnel directors have indicated that key words in the application that the employer has preselected identify those few who get the interview. So, in teaching and in business, be aware of this trend.

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CHAPTER 8

The Résumé

You are your first product, so positioning yourself as an individual is extremely important. —Portia Isaacson

Many writers of résumé books will tell you that a quality résumé will get you the interview. Understand that the résumé alone will not get you the interview when you apply for a teaching job. Whether you are a recent graduate or career changer, the résumé is a piece of the package along with a quality broadcast letter, reference list, and positive word from an educator or person the decision maker knows and respects. Although the résumé alone will not necessarily get you an interview, a number of negative factors you can put in a résumé can quickly eliminate your opportunity for an interview: NEGATIVE RÉSUMÉ FACTORS

Poor Formatting

Select a conservative format and avoid anything too creative. The résumé should be easy to read and use bolding to highlight various headings, such as your personal information, education, and work listing. Use italics to highlight accomplishments (honor societies, awards), especially if your work experience is limited. Remember to present a document that is representative of a serious candidate.

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No Objective, or a Vague Objective

There are two schools of thought on including an objective: If you do not include an objective, your résumé lacks focus; if you do include an objective, you limit your opportunities. The reality is, if you are looking for a teaching job, you must include an objective, but you have to be intelligent about what you include in the objective. For example, if you are looking for a childhood teaching position, do not limit your options by stating, “Third-grade teaching position.” Or, if you want to teach high school science, do not specify chemistry or biology. Remember, your goal is to get the interview and a job. Poor Presentation

If you are a new graduate and your work listing is limited, lead with your education, academic achievement, coursework, and involvement in clubs or activities. If you are a career changer, focus on what you have accomplished that indicates future success as a teacher. In short, what can you do for us? Do not focus on what the position could do for you. For example, don’t write something like the following: “My goal is to become an administrator, and this teaching opportunity will position me for a promotion so I can assume a leadership role.” Inappropriate Length

For a candidate with limited job experience, one page should suffice. As a career changer, you could go to a second page if you have extensive, relevant experience. Not Being Discriminating with Special Interests

Frequently, candidates will include any hobbies or interests in an attempt to personalize the résumé. Avoid this temptation and include only those activities that support your candidacy.

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Why You Left a Job

Avoid mentioning in your résumé why you left a job. Accent the positive instead by listing your accomplishments and how the skills that were required translate to teaching success. Inappropriate Verb Tense

It’s amazing how frequently candidates will jump back and forth from past tense to present tense in the same job experience section. If you are no longer active in a position, use past tense. If you are active, use present tense. Don’t Be Boring

Focus on using specific action verbs in a description of your job responsibilities and accomplishments. Present yourself as a doer. Spelling or Grammatical Errors

Proofread and use SpellCheck. One of the most frequent errors on the résumé is verb/subject agreement. In the previous sentence, the subject of the sentence is “one,” which is singular. Therefore, a singular verb, “is,” is required. Some people will assume “errors” requires the verb “are.” However, “errors” is a part of the prepositional phrase beginning with “of,” and the prepositional phrase does not impact subject/verb agreement. Reference List

Instead of writing “references available upon request,” supply a third page to go with the broadcast letter and résumé in which you list three references (college professors, mentors, and cooperating teachers) who can support your application. List their name, title, phone number, and

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e-mail. Make it easy for the principal to contact your references. This page displays your confidence and credibility even before he meets you. Why would a principal want to waste forty-five minutes in an interview with a poor candidate when he can zero in on a quality applicant in a five-minute phone call. Obviously, ask permission to use professors or sponsor teachers as references, and alert them to the possibility of a phone call if you are contacted for an interview. The reference list effectively expedites the process. Unprofessional E-mail Addresses

E-mail addresses are very important. Present yourself as a professional by using an appropriate e-mail address with your name. Avoid using funny or silly addresses that can turn off a potential employer. Correct Formatting

For content, stress your qualifications, skills, and achievements rather than duties and responsibilities. Regarding your format, there is no one correct résumé format; your selection should be dictated by your professional history. In addition, you should highlight any related conferences or seminars you attended, any technical or computer skills you possess, and any special assignments or projects you completed. If you received positive observation or performance evaluations, these can also be listed. POOR RÉSUMÉ SAMPLES

What follows are résumés for your review to help you select the format that best highlights your qualifications and experiences. Before considering some superior résumés, first look at some examples of poorly written résumés, courtesy of career expert Cheretta Robson:

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What’s wrong with this résumé: • • • • •

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The résumé has spelling and grammatical errors. The résumé uses scripted fonts that are hard to read. The fonts are inconsistent. She doesn’t specify what subject she wants to teach. Her bullet point about “classroom management” is unclear.

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THE RÉSUMÉ

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What’s wrong with this résumé: • The whole résumé is bolded. (You should only have certain sections bolded such as the heading, subsections, and job titles.) • Word abbreviations are used. (It’s best to write out everything just in case the reader is unsure of what you’re trying to get across.) • She added irrelevant skills. (If they don’t relate to that specific job, leave them off the résumé.) • The résumé has spelling errors. • The objective is vague. • “Fluency in English” is not an appropriate inclusion.

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THE RÉSUMÉ

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What’s wrong with this résumé: • She was not specific about her job responsibilities. • She repeats information on the résumé. • She did not add in her related educational experience such as student teaching or volunteer work. • The objective is vague.

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THE RÉSUMÉ

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What’s wrong with this résumé: • Information on the résumé should not be sectioned with too much space. • He included interests that were irrelevant. • He added English in the language section. (Only add this if you are applying for an international job outside of the United States.) • He did not include any volunteer work. • He did not specify which activities he supervised.

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THE RÉSUMÉ

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What’s wrong with this résumé: • The résumé is poorly formatted. • The font is not standard (you should use Arial or Times New Roman). • He did not use a variety of action verbs. (You should use a variety of action verbs to describe job responsibilities.) • He did not use a professional e-mail address.

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GOOD RÉSUMÉ SAMPLES

Following are examples of superior résumés at the college graduate level.

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Career-Changer Résumé

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Questions and Answers with the Author

Q: I have not heard anyone else suggest including a reference list with a broadcast letter and résumé. Could you explain in more detail your rationale for including the reference list? A: As stated at the beginning of this chapter, principals have a nearly impossible job, and so many factions and responsibilities are competing for a principal’s time that any viable shortcut to a solution is valued. Let’s look at the task of hiring a new teacher. Assume the role of principal for a moment. You have a stack of two hundred letters with résumés. How do you proceed? Some principals establish a screening committee to come up with anywhere from five to twenty candidates who will be invited in for an interview. Other administrators select interview candidates with little input from colleagues. And, in many more instances than anyone realizes, principals contact a very few candidates who are either known to them or have been recommended by a trusted contact, or those who have either attached letters of reference to their broadcast letter and résumé or who have listed quality (professors, administrators) references and their contact information. Remember, time is of the essence. You want to lock up a quality candidate before someone else does. A close friend of mine, an Ivy League graduate, interviews high school seniors who have applied to his alma mater. He showed me the percentage of early action/decision candidates who are accepted to his school as compared to regular action candidates. The percentage of accepts is always higher for the early applicants because admissions people want to accept the best candidates before their competitors do. In much the same way, principals, though collegial, are competing for the best candidates. Make it as easy as possible for the decision maker by providing a great broadcast letter, quality résumé, and reference list with name, title, phone contact, and e-mail address of those persons endorsing you.

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Q: What is your opinion about including a photo with a résumé? A: Whether you include a photo depends on the job you are seeking. If you want to be a model, physical trainer, television personality, or actor, a photo could be an enhancement. If you want to be a teacher, however, including a photo is unprofessional. Whether you get the teaching job depends more on your perceived teaching ability and substance rather than how well you photograph.

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CHAPTER 9

The Interview Process

They expect a professional presentation, so they expect to see a professional. Dress appropriately for the occasion, but don’t be one of the crowd. —Wess Roberts

YOU HAVE THE INTERVIEW. NOW WHAT?

OK. You wrote a great broadcast letter, impressive résumé, enclosed a reference list, and got the interview. Now, all you have to do is show up for the interview, turn on the charm, and the job is yours, right? Wrong. What follows is a complete guide to the preparation required to secure an offer. In this competitive job market, you must separate yourself from the other candidates, and this chapter shows you how to do just that. As stated previously, 14 percent of teachers leave the profession after one year, and 46 percent leave before their fifth year. Most studies indicate that salary is the key issue in attrition, but you know what the salary is when you take the job. The main reason teachers leave the profession is the quality of the educational environment in which they find themselves. Who wants to work for an abusive micromanaging autocrat who has all the answers? Who wants to work in an out-of-control environment where student cutting is rampant and mutual respect is a pipe dream? On the other hand, in an effective, democratic school environment where all staff do their job, everyone in the school community places a value on education, and mutual respect prevails, there is no better opportunity! 151

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To begin, remember that they are interviewing you, and you are interviewing them! I know what you’re thinking—“I need a job ASAP. I have those college loans to pay off, bills, responsibilities. I’ll take anything!” My advice? I would rather see you turn down a job that’s not a good fit and take one in a fast-food restaurant than run the risk of ending your promising career prematurely. Having said that, you have to assess your financial situation and make a judgment. How do you recognize a great opportunity? Read on. RESEARCH IS THE KEY

You must research the school and district thoroughly. Most schools have a website with mission statement, standardized test scores, a “report card,” list of faculty/staff members, and any special programs. Read the site thoroughly and familiarize yourself with the most salient points. Does the mission match your educational priorities? Do you know any of the staff members? What’s the background of the administrative team? Why did the person you would be replacing leave? If the person was fired, it would be helpful to know why and how long the person had been employed. If the person retired and was viewed as a successful teacher, it would be good to ask if you could meet with the retiree to learn from her experience. If the teacher you would replace is on leave (maternity or disability) and the position is only temporary, do not be reluctant to accept it if the school is effective. The reason? Principals have a way of finding a full-time, permanent position for a quality teacher. What about test scores, especially in your discipline? With so much emphasis on test scores, be prepared to share a philosophy that addresses your test preparation capabilities and your concentration on your students’ character development. These are not mutually exclusive. Do you have expertise that will complement any special programs, or could your talents fill a void? By the way, what are your special talents? Keep in mind that the principal wants to know how you will add value. After you have thoroughly searched the website, examine all school/ district related articles on the Internet. Evaluate the entries with a critical eye, being mindful of just where you might fit in.

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The Local Library/Board Minutes Are Often Overlooked

Then, go to the library in that school district and read the school board minutes. No one does this! The board minutes are a matter of public record, and you will be amazed at what you can learn about a school/district’s success/shortcomings, board member/superintendent pet projects, and any recent/past controversies that serve to stall the educational process. My research once uncovered a district’s significant student drug problem when I applied for a position as a principal. One reason I got the job was that I addressed the issue head-on in the interview and was prepared with solid solutions. I had spent the Saturday before my interview in that district’s public library. After I was offered the job, one board member told me that the entire board was impressed with the fact that I had done my homework and knew more about the district than they did! Explore Contacts

Next, contact any/all people you know in that school or district and people you know who might know someone in that school or district who can provide additional insight. Prepare a network list and contact anyone who can provide direction because you are looking for an edge. People who work in a school obviously know how the school runs and how staff members are treated. The College Mentor

Last, contact your college mentor and ask him to call the principal on your behalf. As stated previously, you should line up this mentor in advance of being called for an interview. That is one reason why it is so important to impress your professors! I tell all of my student teachers to contact me as soon as they are called for an interview, armed with the phone number and names of the principal and school. I then call the school and speak directly to the principal. I find out if this is a real position—yes, sometimes advertised positions are not “real” because someone already has the inside track. Another purpose for my call is to learn specifically what the principal is

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looking for. I provide a strong recommendation for my student and then pass along all information to my student. The results of my intervention? Ninety percent of all students at St. Francis College who ask me to call on their behalf get the job! This is true for two reasons: 1. If the supervisor of student teaching calls on your behalf, you must be seen as a quality candidate. 2. Frequently, information I gather in my phone call proves helpful to my students in the interview. Preferred Hires

On occasion, the preferred hire is of a particular race, culture, religion, or gender. For example, in my doctoral dissertation I surveyed the public school principals on Long Island. I learned that the majority race of the student population in a school district dictated the race of the administrators in that district about 95 percent of the time. What a sad commentary on our educational system. Nevertheless, if your race does not match the student majority in a school district and you are applying for an administrative position, you are probably wasting your time. I once applied for an assistant superintendent position with a majority student race population different from mine. During the interview, I was shocked that I wasn’t asked any questions about my own qualifications. I was just told about the duties this position required. The interview was at two o’clock and lasted about forty-five minutes. When I got home at about three thirty, a letter was waiting for me from the person who interviewed me explaining that the district had selected another candidate! The letter had been postmarked two days before my interview. However, even if the position in question is not a “real” position, I tell my students to go on the interview for experience. Your Specific Talents

You have completed a thorough search and know a great deal about the teaching position and the school. Now what? What specific talents do you have that the job requires, and how will those talents translate

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into helping the students? For example, if test scores are low, how will you improve performance? If attendance is an issue with the students you would teach, what steps would you take to improve the situation? Identify the needs and provide evidence you are the solution. Identify from three to five gifts you possess, and be prepared to work those talents into the discussion. Understand that the professional affect you project is more important than an incorrect answer. One of the best people I ever hired was a high school guidance counselor who was short in stature. As she answered my questions, I remember thinking, “What an outstanding person. We have to have her on staff.” As the interview was winding down, I made the mistake of asking her if her height might be problematic for her in this position. She politely and quite succinctly pointed to the folly of such a question. Message received. Hire completed. And life lesson 129 duly noted. YOUR APPEARANCE

A principal’s job is one of the most difficult in education, and she doesn’t need another problem. You must project a conservative appearance, optimistic personality, and self-starter mentality because these traits alleviate concerns and will elevate you to serious candidate status. Dress conservatively. For women, wear a coordinated top and bottom (skirt or slacks) and do not overdo makeup, perfume, or jewelry. Remove any piercings and cover any tattoos. For men, many career counselors suggest a suit and coordinating tie, but I recommend a sport jacket and tie with coordinating slacks. (A suit is suggested for an administrative position interview.) The reason for a sport jacket instead is that a suit tends to formalize and “stiffen” the interaction. We are ourselves when we are comfortable, and that’s when we are most impressive. Did you ever notice how somebody in a tuxedo or suit takes on a James Bond, look-at-me persona? Be you. Obviously, you need matching socks and polished shoes. Remove the facial hair as well. Having said this, the most dynamic, creative student teacher I most recently supervised has long hair, a beard, and a penchant for wearing black clothes. But when he interviews, I am certain that he will

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follow these guidelines. Believe it or not, I once had a board member tell me that she was impressed with the quality of the pen I used in the interview. She said that the other candidates had used a twenty-fivecent BIC pen, and my pen added to my professional presentation. It is amazing what interviewers notice. THE NIGHT BEFORE THE INTERVIEW

Have your clothes, portfolio, résumé, broadcast letter, and reference list out the night before. Avoid eating a heavy meal; have a light dinner before five o’clock. Set the GPS or refer to MapQuest for directions and assume you may face transportation issues. Allow extra travel time and leave early. In 1985, I applied for my first principalship, which was about fifty miles from my home. I was married with two young children, a big mortgage, and an old car. I really wanted this job! About ten miles from the district office for my interview, my car engine caught on fire. An elderly couple stopped to help, and, in the course of our conversation, I explained where I was going and why. Coincidentally, they lived across the street from the district office and offered to drive me there. The interviewer’s first question? “So, Pete, how was your day so far?” Having given myself additional time, and with the help of the elderly couple, I arrived at the interview as scheduled, but I had an amusing response to my interviewer’s initial question. (It should be noted that this interview was in the 1980s. Cell phones were not available. If they had been, you can be certain that I would have called the superintendent’s office to let him know of my car issue and that I might be late for my interview. P.S. I wasn’t late . . . and I got the position!) THE MORNING OF THE INTERVIEW

On the morning of the interview, have a good breakfast and listen to some music or go for a walk. Relax! This is not the most important day of your life. Get to the school one-half hour early. As you walk into the main lobby, understand that everyone you meet is part of the

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interview. If you impress staff with your outgoing personality, assume the principal will know. OBSERVE, OBSERVE, OBSERVE

If school is in session, observe any interactions between staff or between staff and students. Are the corridors tidy, clear of debris? Is student work posted? What’s the quality of the student work? Is there security? Do you sign in? What’s the demeanor of the guards? Is the atmosphere welcoming? When you walk into the main office, are you greeted, or ignored? How are you greeted? What is the personality of the principal’s secretary? (As I mentioned previously, never underestimate the power of the principal’s secretary.) As you wait for your interview, are other candidates waiting or do other candidates arrive? Does the principal come out of his office to greet you, or are you summoned? The answers to all of these questions paint a picture of the kind of school you are applying to and what your experience will be like if you are offered the job. What is your impression so far? Could you be comfortable in this school environment? Are you still interested? Remember something else: if your focus is on observing your surroundings, you will not concentrate on how nervous you are. BE CONFIDENT

As you walk through the school and into the interview room (usually the principal’s office or a conference room), take in the entire space. Do any pictures or memorabilia strike a chord with you? Extend your hand to the interviewer(s), introduce yourself, and repeat their names as you greet them. (Everyone loves to hear his or her name.) If the group of interviewers is large and shaking hands is not realistic, still manage to “greet” each person. Make eye contact with each person. Your handshake should be firm but not overpowering. In addition, maintain confident posture (i.e., sit up or stand up straight) and watch out for accidental, nervous body language (e.g., fidgeting, stroking your hair, scratching your face, tapping your foot). All of these unintentional gestures imply nervousness and low confidence.

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If you “connected” to a picture or memorabilia, you can mention the connection. A good interviewer gets you to relax, but some administrators are not good interviewers. By creating a “small talk” opportunity with your “connection” to a banner, trophy, or picture, you seize control and ultimately relax the atmosphere. Small talk will continue for a few minutes, which, in effect, relaxes everyone. That sets the scene for a two-way quality interview. (Remember, you are interviewing them as well.) Take Control

As you sit, hand your portfolio to the lead interviewer (usually, the principal), and then ask if anyone needs a copy of your broadcast letter, résumé, and/or reference list. Staple these extra copies in advance. Do not assume that everyone on the interview team has seen or bothered to read your supporting information. Some people are more professional than others. Now, what have you accomplished? In effect, you have already presented yourself as a confident, self-assured, and organized professional—and you haven’t even been asked a question yet. You also have effectively taken the onus off you as people begin to peruse what you have given them. Have you ever noticed how some teachers or presenters offer a handout at the beginning of a presentation? All eyes are no longer on the speaker. The speaker then has the opportunity to “gather” himself, and significant pressure has been removed. The Questions

After the small talk and distribution of the portfolio and supporting information, questions will begin. Lean forward in your seat with feet firmly on the floor. This shows interest! Never sit back or fold your arms. We create an impression with our receptivity or lack thereof, regardless of which side of the interview we are on. When you get a question, focus on the “asker,” but make eye contact with other people on the team. Let’s say you get a question that stumps you. Educators love to use “now jargon” that identifies them as “in the know.” Nothing is wrong with you saying, “I’m not sure what that term refers to. Could you elaborate?”

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I once interviewed with two very pompous administrators who asked me how I felt about “management digital supervision.” To their obvious disappointment (their body language was telling), I explained I hadn’t heard that terminology before, and I asked them to elaborate. “Management digital supervision” was their fancy way of describing classroom supervision! Honesty is best at all times—remember, no one has all the answers. Any administrator would prefer a candidate who tells the truth. Be yourself! WHAT IS THE PRINCIPAL LOOKING FOR?

Given your research about the school and careful self-assessment, you know what the principal is looking for in a new hire and the specific characteristics you possess that enhance your candidacy. Your talents should be a match. Work these characteristics into the discussion. Specific traits that move you ahead of the other candidates are: • • • • • • • • •

Team player Self-starter Handle my own discipline problems Anxious to assume responsibility for before- or after-school activities Optimistic Thorough planner Student-centered Belief that all students can learn in an atmosphere of mutual respect Focus on student character development

What image do these phrases imply? Keep your answers short and to the point. Principals are busy professionals. If you are long-winded in the interview, you will be perceived as a “talker” and not a “doer.” In this vein, use action words such as “implement,” “create,” “organize,” and “supervise” to describe your work. The characteristics listed above tell the principal that he will not have to deal with your discipline problems; you will be a positive force, not a headache (10 percent or more of his staff already are); you won’t

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be satisfied with minimum effort or results; and you are concerned with the development of the “whole” student. You realize that no one remembers who taught him the periodic table or the Pythagorean theorem, but everyone remembers that special teacher who was encouraging and ultimately changed student lives. WHAT DO YOUR ANSWERS REVEAL?

Over the course of my career, the following statements were made to me during teacher candidate interviews: • “Any discipline problems go directly to you, Dr. Leibman, because I trust you will handle the situation.” (In other words, this candidate will add significantly to my workload.) • “I have to leave each day at three p.m. because I have a second job selling real estate.” (In other words, “Don’t expect me to put in extra hours.”) • “Let’s face it. Some kids are just smarter than others.” (In other words, “I do have my prejudices.”) What do your interview responses reveal about you? Are You Committed to the Profession?

In addition, you want to convince the interviewers that you have made a commitment to the profession. The evidence that you can provide to support your professional commitment includes related graduate school enrollment, membership in educational organizations, a willingness to secure additional certifications, and your goal to submit articles to educational journals. Types of Questions

What specific categories will you be asked to address during your interview? Basically, questions will fall into four main categories: 1. Subject-specific 2. Methods and assessment

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3. Personal philosophy 4. Hypotheticals (usually discipline/classroom management-related) Here are some specific questions you could be asked as well as tips for formulating answers: • How would you handle a diverse student population? For a question such as this, embrace the notion of diversity in your classroom because we can all learn from different perspectives. This is in keeping with the student-centered environment that you will create. You want to teach your students how to think, not what to think. Providing a forum for different views and celebrating individual differences are crucial to your success. • What is your view of inclusion? In the diverse learners’ classroom, students who are academically challenged are able to learn from the academically gifted peers. Those students who serve as models learn sensitivity toward other students and in cooperatively helping those in need will develop an enriched sense of self. You want to convey to the interviewer that you believe that you will be able to facilitate mutual respect and academic growth among the students in this classroom environment. • What is your grading policy? We have all had those college professors who base the final grade on a midterm and final exam only. Their class is a straight lecture with little student interaction. Bomb the midterm, and you might get a “C.” An effective grading policy includes written work, classroom participation, projects, quizzes, tests, and group work because some students are just not good test takers, and you want everyone to have an opportunity to succeed. • Why should we hire you? Here, focus on your talents and the particular school’s needs. Establish the match. • What are you doing to improve yourself professionally? Focus on graduate classes, staying current by reading journals in your discipline and on education in particular, and your involvement in education honor societies or subject-related organizations.

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• What is your classroom discipline plan? Avoid the tendency to incorporate penalties into your plan. Be positive, instead, by using incentives. Keep your plan simple, and consider involving students in your plan formulation. If students are given the opportunity to develop the discipline plan, they are more likely to adhere to its parameters. To do this, ask students what is required to provide an effective environment for them to learn and ask them what rewards would be appropriate for their adherence to rules. (Note: This strategy applies to middle school students and high school students.) • What was the last book you read? I have been asked this question on three interviews in my career. This is a relatively easy question if you are an active reader, something you want your students to aspire to be. List books from your discipline or about pedagogy, in particular, and stay current on the economy and political scene. One teacher candidate whom I know was asked by the superintendent in a final interview to name the vice president of the United States. She froze, then gave the wrong answer. After the interview, she spent an hour crying in her car in the parking lot. Did this compromise her chance at securing this position? I’m not sure, but her answer certainly did not help. Moral: stay calm during your interview . . . and stay current. • What is your greatest weakness and strength? To speak about your greatest weakness, be honest but turn this into a positive. For example, you could say that you are a perfectionist or you try to do too much, or you are too idealistic. Each one of these characteristics would certainly not be enough to remove you from consideration. You might also work in some humor in a selfdeprecating manner where you share a weakness that has nothing to do with the job. For example, you could say, “I’m a terrible cook,” or “I’m a New York Mets fan.” Understand why you are being asked the question. The interview team wants to see how you handle a pressure situation. Projecting a confident persona will impress. After the humor, be a bit more serious. Regarding strengths, focus again on those special talents that make you a prime candidate in this school.

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• Is there an explanation for your low GPA? Remember the PhD who has written a number of books but is ineffective in the classroom; conversely, a teacher with a mediocre college transcript who is “magic” in the classroom. Sometimes, a student has a low GPA for a reason—bearing family financial responsibilities, being a single parent, or working full-time while attending school. If your GPA is low, do not be reluctant to address this issue head-on, especially if you have an explanation. • Why do you want to work in our school district? Here, you present your considerable knowledge of the district by highlighting key accomplishments of which the district should be proud. • Tell us about a student or class you helped recently. Focus on a student you helped, emotionally or academically. You can draw upon information from your case study that is frequently part of your portfolio. Speaking about an individual student and the strides you made with her will have more impact than the general work you accomplished with the class. • If we observed your class, what would we see? As stated previously, if you were able to sit in the back of any classroom in this country, you would know in ten minutes how successful that teacher will be over the long haul. You would do this by looking at the students. What are they doing? In your classroom, student interaction is at the highest level. • What steps would you take to help a student who refused to do assigned work? Be clear that you will handle this situation on your own by speaking directly to the student. In addition, your ability to create an atmosphere of mutual trust and respect will minimize such occurrences. Remember to focus on the reason behind the noncompliance. Regardless of the question you get, always be honest. One of the best responses to a difficult question I ever heard is presented in the following example: A colleague was presenting at a tense board meeting, and a question he could not answer came from the floor. Rather than pontificate or “fudge” an answer, he said: “That is a great question, and

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a great question demands a great answer. Let me research this idea, and I will elaborate at tomorrow’s meeting.” Immediately, everyone was struck by his honesty and humility. Everyone applauded, and the rest of the meeting was much more cordial and productive. YOUR QUESTIONS

At the end of the interview, you will be asked if you have any questions. If you are not asked, before you leave ask the lead interviewer for the opportunity. Here are some questions to consider: • Are there opportunities for me to supervise before- or after-school activities? • In my research about your school, I learned that you have a ____ (name the program, club, or sport) that I have considerable interest and experience in. Are there opportunities for me to get involved? • I have a passion for _____ (e.g., student government or community service), and I believe it is an excellent way to build student character and self-esteem. Would you be receptive to a proposal for a related program? • If I am your choice, would I be able to report in advance to gather background information on my students so I could prepare my syllabus accordingly? All of these questions speak to your interest and commitment. Avoid questions about salary. Most schools have a salary scale, and as you begin your career, there is often little room for negotiation. When the offer is made, you will be able to negotiate salary. AT THE CLOSE

At the close of the interview, shake each person’s hand and say each of their names while maintaining eye contact. Thank them for the opportunity to meet with them, and say that you look forward to hearing from them. As you leave, thank the secretary and any security guard. Last, we always second-guess our interview. Perhaps you were not clear on a question or you misspoke. Within twenty-four hours, send a handwritten note thanking the interviewer and those who attended

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for the opportunity, and clarify anything you believe should be addressed. Most candidates send an e-mail. Go the extra step and send a handwritten note. Debrief

Immediately after the interview, go to a quiet location (e.g., your car or a coffee shop) and jot down the questions you were asked and your answers. You do this for future reference in the event that you are called back for another interview. THE DEMO LESSON

On occasion, the interview team will narrow the field to several candidates. In order to break the deadlock, they will ask each of the leading candidates to present a demonstration lesson. As you approach your demonstration lesson, understand that this is not a real teaching situation. Not only do you not know the students, but administrative observers will be in the room, and, as a result, discipline issues will not be a concern. In planning your lesson, consider the following suggestions: • Connect with the students by providing a lesson you are comfortable with and the students will enjoy. A good administrator will focus on what the students are doing. • Highlight your positive, motivating personality, and get the students to like you. You are shooting for maximum interaction. • Set a goal for this class, and plan the best, most efficient way to achieve your objective. Keep it simple and straightforward. Be certain to introduce the lesson, provide checks for understanding, pivotal questions, and a summary at class end to crystallize what was learned. Remember that content knowledge, assessment, and methodology will all take a back seat to the personality and communication skills that you present. You have thirty to forty minutes to convince the observers that you have what it takes to have a positive impact on your students. You do this by getting the students to respond to you in a positive way. This has to be your focus in a demonstration lesson.

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Questions and Answers with the Author

Q: I have been told that interviewers might ask questions that are inappropriate and/or illegal. What are examples of these questions, and how should I respond to each? A: At one time, résumés included your health status, marital status, and personal interests. Now, résumé experts will tell you never to include any of these characteristics because they are personal, are no one’s business, and can be deselective factors. We live in a politically correct society, and the following questions are inappropriate and/or illegal to ask: • • • • • • • • • • •

Are you married? Are you engaged? Do you have children? Are you planning to have children? Do you have any health issues? What is your religion? What is your sexual preference? What is your political affiliation? How old are you? What is your race? What is your nationality?

Obviously, the answer to any of the above questions has absolutely no bearing on whether you will be an effective teacher; instead, it may reveal the bias of the interviewer. Although most administrators nowadays are well versed in school law (or they should be), and you probably will not be faced with any of these questions in an interview, in the event that you are, you have several options in response: • You can ask what validity the question has and why you are being asked that question, pointing out the illegality. But be cognizant of appearing confrontational when you respond. • You can decline to answer the question outright. In so doing, you may compromise your potential job offer. OR

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• You can answer the question in a vague manner that will not compromise your chance of further consideration. What follows are the reasons behind the question asked that will no doubt help you formulate an appropriate response: • Female candidates are more likely to be asked about marital status because the interviewer is concerned about a potential maternity leave. A principal does not want to hire a candidate and have to repeat the process in a year or two. Obviously, stating that you are to be married next month and want to have children soon after would probably not be the best answer. • Questions about religion, sexual preference, political affiliation, race, or nationality are posed because the principal has a bias or is concerned about the opinion of some narrow-minded community members who have their prejudices. (Your nationality can actually be a positive if your background is similar to the student majority. For example, if you are aware of the fact that a school community is comprised of residents who share your culture, a principal may consider you a prime candidate because of your familiarity and ability to identify and connect with her school population.) • Health issues and age questions relate to your ability to handle the rigors of the job and whether you might be a potential candidate for disability. Stressing your youthful approach to life and commitment to your students is far more important than any discussion of health issues or age. Hopefully, you will be interviewed by quality people who will not ask any of these biased questions because they are inappropriate and inconsequential. Q: I tend to be extra nervous when I am observed. How do I make sure that the students are actively engaged in order to impress the observers in my demo lesson? A: Before your presentation begins, provide each observer with a detailed lesson plan. At the outset of your lesson, warmly greet the students and introduce the objective of your lesson. Observers are looking

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for a teacher with presence. You can accomplish this by maintaining eye contact with students and speaking with a volume that is loud enough to be heard by all. You should also walk about the classroom to connect with all of the students. When you ask a question, be certain to allow enough time for students to formulate a response. Your questions should require more than a one-word answer. When a student does respond, repeat his answer and ask other students to comment in order to have all of the students engaged in your dialogue. In addition, be certain to make your teaching manipulatives/charts clearly visible to all students in the classroom. (The night before your demo, place your teaching tool(s) at a distance from where you are standing to determine visibility.) Make sure that your print is large and dark enough for all students to see. And be sure to stand to the side rather than obstruct your teaching tool(s). In the event that your lesson piques interest, do not be reluctant to “go with the flow,” but be mindful of time constraints. You want to be certain to leave time at the end of your lesson to summarize what was learned and further check for understanding.

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You Have the Job. Now What?

If I’m not having fun, or learning anything, then I’d better be sleeping. —Dr. Paul Dobransky

All new teachers will experience some difficulties, and those concerns will be addressed in this chapter. More important, a list of steps you can put in motion to achieve early success are presented. Keep in mind that as a new teacher you are on probation, which means you don’t have much job security. You can lose your position without warning, or an offer for a second or third year can be withheld without explanation. Having said that, I can honestly tell you that in a twenty-five-year career, I have never seen an outstanding probationary teacher removed in the first three years. Don’t worry. Do a great job by developing an action plan and implementing some/all of the suggestions in this chapter, and you will be fine. BE PROACTIVE

Most new teachers tend to react to school conditions or events rather than seize control and create their own destiny. Let’s face it, people tend to focus on their own needs, job security, and status in a school, and, as a result, are not going to reach out to the new kid on the block. It’s one thing to be receptive to advice and suggestions for improvement; it’s entirely more productive to reach out to respected colleagues. Chart your own course.

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What Are You Trying to Accomplish?

Your goal is twofold. First, you want to help your students and do a great job as a new teacher. Second, you want the entire school community to recognize your talent, dedication, and success. The more people who know of your work ethic and achievements, the more likely you will be retained and be considered for special activities or assignments, conferences, or promotions. In addition, your requests for supplies or materials will be taken seriously and handled expeditiously. Any principal wants to facilitate successful teaching and assist a positive, action-oriented professional. Remember, your success is their success. So, how exactly do you help your students and yourself? Know Your Students

One of the major reasons why new teachers do not succeed is their failure to identify student academic levels and areas and student interest (see chapter 2). Gather as much background information on your children as you can in advance of the first day of school. For childhood or adolescent levels, review all student files, test results, or department objectives. What should the children know prior to walking into your classroom? Just because something was covered does not mean it was retained. A pretest to establish levels of achievement would be a good step, and a request for a writing sample (done in class) can be an eye-opener. The writing sample might be a request for students to talk about themselves, their interests and activities. The files, pretests, and writing samples collectively provide a snapshot of your children, and a review of them is invaluable in the creation of lessons. Why reinvent the wheel by covering material students already know? By focusing on areas of student interest, you provide a practical application while relating course content directly to student concerns. Students learn best when they can identify with the content. Your logical progression to student academic success is expedited as higher-order thinking supplants mere memorization. In addition, by having the children write (and speak) about themselves, you not only learn who they are, but you tell them that who they are matters to you.

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If students are convinced you care, discipline issues and classroom management concerns become nonfactors, and the focus is exactly where it should be: on student learning. Obviously, your method of achieving familiarity with your students’ academic level would be altered for early childhood grades, special education, physical education, or the arts. However, knowing student names and interests is crucial to new-teacher success. In addition, the comfort the children feel and the environment of mutual respect you create help those most vulnerable children develop self-esteem and confidence, which diminishes the potential for bullying as you model desirable behavior for all. Teacher Competencies

Hopefully, you will secure a teaching position in a school where core/state standards are very much a part of the pedagogical conversations, and you are encouraged to create lessons supported by the standards’ principles. For example, in the education department at St. Francis College, we observe each of our student teachers using an observation report that is specifically geared to the standards. As you plan your lessons be cognizant of these standards, and incorporate the concepts in order to maximize your effectiveness. Understand that not all of the standards will necessarily be evident in the methodology in any one lesson, but your awareness of these elements and penchant for their inclusion in your planning over time will help you significantly as you develop your teaching skills. In schools where classroom supervision is a priority, your supervisor will visit your class informally at first to learn your style and abilities. A principal who is visible tends to be effective because frequent informal stops into the classroom can increase teacher effectiveness and improve staff morale—especially when an informal visit is followed with a positive short note from the principal identifying teacher success. Informal visits are typically followed by planning sessions with a supervisor, in turn followed by a formal observation and postobservation conference. In a perfect situation, a supervisor is familiar with standards and knowledgeable about exactly what effective teaching is, and a new

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teacher is cognizant of standards and willing to implement constructive suggestions. What should you do if you find yourself in a school where ongoing supervision of staff is not a priority? When you have established a positive rapport with your students and can effectively teach to the standards, invite the principal to your class for a formal observation rather than being surprised with a first visit to your classroom in April of your second semester. THE PARENTS—ELEMENTARY LEVEL

Teachers are generally reluctant to engage the parents. (Every new teacher, and some veterans, dreads Parent-Teacher Night.) Remember that the parents can be a significant support system, especially at the elementary level. Establish a positive rapport with the parents at the childhood level before the first day of school. As a childhood teacher, you will want to set up your room in advance as a welcoming environment for the children, complete with all materials, study aids, and manipulatives. Prior to your setup days, send an introductory welcome letter to the parents inviting them to stop in to say “hello,” and mention the hours and days you will be available. Have handouts of what you hope to accomplish and how parents can be of assistance. Most first-year teachers shy away from any parental “interference.” Reach out to the parents, and establish your professionalism and willingness to work with the parents in a cooperative spirit. This will not go unnoticed by the administration and will be sincerely appreciated by the parents. Parents get very protective/supportive of a teacher who makes that extra effort on behalf of their children. Get to know the parents to better understand the children. During the school year, get in the habit of sending home a note each week to share your objectives with some suggestions for parental reinforcement. THE PARENTS—ADOLESCENT LEVEL

As students get older, parents tend to have less involvement with subject area teachers. A frequent refrain from teachers is that the parents you want to see at open school night don’t show up. Also, when a

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teacher calls a student’s home, it is always with negative news. Change the procedure to accent the positive. If you call with good news, the parents will see you as a successful teacher making an impact, and your students will appreciate your encouragement. People do what we expect them to do. DISCIPLINE PROBLEMS

You will find that a positive, encouraging tone, a sincere interest in your students, and recognition of who they are will limit discipline problems and elevate your status. Frequent referrals raise questions about your ability. Be discriminating. Avoid the temptation to have a number of penalties for various infractions; you are a teacher, not a member of law enforcement. Your Mentor

Some schools will assign a mentor and some will not, expecting you to learn on the job. If no mentor is assigned, ask your department chair or principal to secure a quality educator for that purpose—preferably someone from your department or grade level. Be open and honest with your mentor, and don’t be afraid of being judged. Your goal is teaching excellence, and your receptivity to constructive criticism and advice—and implementation of both—will help you reach your objective that much faster. Be objective. You’re learning, and you must embrace the opportunity. SUPPORT STAFF

The librarian, custodian, tech support, social worker, school psychologist, guidance counselor, and secretarial staff can all make your life easier. Secure their support with a winning, positive attitude and interest in their families. You are now a part of a community, and your own success will be aided by those people on staff who like and respect you. Earn their respect with your work ethic, and their friendship by being yourself and not taking yourself too seriously. Reach out to all staff

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with a “hello” or a sincere question about how they are doing. Do not be a quiet stranger to staff. Department or Grade-Level Support

Talk to colleagues and ask them how they taught a particular lesson—what worked, what didn’t. Visit the classes of other teachers (with permission, of course) and learn from their expertise or from their shortcomings. Be certain to thank them for the opportunity and develop an ongoing professional dialogue. Your desire to improve your teaching will be viewed favorably, and your recognition of your need to improve will win the respect of colleagues. No one appreciates a know-it-all with minimal experience. Join Committees

Volunteer to join curricular, discipline, or activity committees. This involvement will be viewed as further evidence of your interest and commitment. Listen and observe initially until you are asked for your opinion. Then, punctuate your views by asking other members on the committee what they think, or comment favorably about someone else’s opinion. Take on a contrarian stance only when you are established (tenured), or when a committee decision would be harmful to students. Never be critical unless you can propose a solution. You want to be viewed as a team player. TEACHING POTENTIALLY CONTROVERSIAL TOPICS

If a topic you want to teach could be viewed in any way as controversial, check with colleagues to learn if anyone else in the department has covered the subject, how they presented the topic, and what the result was. If you still want to teach it, get approval from the chair or administrator and consider sending a note to parents with your goals and rationale for the coverage. Obviously, knowing your students will help in your decision to offer a particular lesson or unit. Be certain the topic is age appropriate. When in doubt, reconsider.

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Keep in mind that over the past forty years, The Catcher in the Rye, Huckleberry Finn, To Kill a Mockingbird, and the Bible (among a number of other books) have all been banned in some school districts across the country for various reasons, including language, race, and issues of separation of church and state. PROFESSIONALISM

Once you secure the teaching job and begin to feel comfortable in your role, the tendency is to relax just a bit. Your appearance must always be professional: the manner in which you carry yourself is evaluated daily. Always be conscious of the subtle messages you transmit. One young female teacher in her first year at a high school where I was the principal developed a penchant for low-cut dresses after several weeks on the job. The entire football team attempted to sign up for her class. In the presence of one of my assistants, I explained to her that her outfits were inappropriate and distracting. At first, she suggested that I couldn’t tell her how to dress, but when I explained how important professionalism was to her career, she relented. At the secondary level, remember that your students are not much younger than you. You are not a friend; you are a role model and teacher. Establish the distinction and maintain it. SCHOOL LAW

Teachers and school administrators are in loco parentis, which means that they are in the position or place of a parent. As a result, they can take any reasonable steps to create and maintain a safe and secure school environment. Specific Legal Areas

• Attendance: Understand that in a public school you cannot alter a grade for attendance issues or failure to complete clerical chores such as returning a permission slip on time. However, in some

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states, you can withhold credit for an inordinate number of absences (if the school board approved the policy previously), but you must provide the opportunity for the student to make up the work. Student searches: As an administrator, if you have probable cause to suspect a student is in possession of drugs or a weapon, you can conduct a search (including the locker, which is deemed school property). As a new teacher, if you have a suspicion, I recommend that you report your suspicion to an administrator or security. It is up to them to conduct a search. This is their role. Out-of-school issues: As a teacher, if you become aware of a student’s illegal activities outside of school, share the information with the administration, but do not take any disciplinary action on your own. School field trips: Understand that the field trip permission slip signed by the parent is not worth the paper it’s printed on simply because parents cannot give up the student’s right to be safe. If you are negligent, you are responsible. Avoid field trips as a new teacher unless you can secure the services of a number of responsible parents and colleagues, and the trip will actually reinforce your instruction and supplement student learning. Special education: An IEP is an individual education plan that is a contract for special education services between the school district and the parents of a special-needs student. The IEP must be followed to the letter, and no alteration of the plan takes place without a formal hearing and parent approval. If some of your children have an IEP, know the contents and be certain to provide required services. Students grading test papers: One of the responsibilities of being a teacher is grading papers. Do not shirk your duties by having students grade the papers of classmates because you are not completing your required tasks, and confidentiality becomes an issue. This is not good policy. Moderator of the yearbook or school paper: These two extracurricular activities are two of the most demanding for a teacher. Although it’s recommended that you get involved in school activities to enhance your candidacy for retention, be mindful of the demands of these two positions and know that controversial mate-

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rial can find its way into school publications. Closely monitor the contents: remember that the law is on your side if you remove an article from publication because you believe it could be controversial, or because it’s poorly written. YOUR GRADING

Grading can be an issue at the secondary level. Establish a rubric with percentages. For example, you could break down your grading percentages this way: 10 percent homework, 20 percent participation, 20 percent midterm, 20 percent final, 20 percent project, and 10 percent class presentation. Then, share this with the class. Students and parents will occasionally challenge a grade. Be able to justify your assessment. GRADUATE SCHOOL

Go for the master’s and advanced degrees before your personal life gets any more complicated and responsibilities mount. In addition, when you graduate from college, you’re in student mode—don’t lose your edge. Remember how difficult it was to get back on track in school after a summer at the beach? Consider what a two- or threeyear hiatus would mean. Your immediate enrollment also sends a message of your dedication to the profession, as does your involvement in professional organizations. PROFESSIONAL ORGANIZATIONS

Subscribe to educational journals in your field, attend conferences or seminars, contribute articles to journals, and stay current. Never stop learning. What follows is a listing of some educational associations that may be of interest: American Alliance for Health, Physical Education, Recreation, and Dance 1900 Association Drive

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Reston, VA 20191 800-213-7193 www.aahperd.org

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American Association of Physics Teachers One Physics Ellipse College Park, MD 20740 301-209-3311 www.aapt.org American Mathematical Society 201 Charles Street Providence, RI 02940 800-321-4267 www.ams.org MENC: The National Association for Music Education 1806 Robert Fulton Drive Reston, VA 20191 800-336-3768 www.menc.org

202-898-1829 www.nabe.org National Association for Business Teacher Education 1914 Association Drive Reston, VA 20191 703-860-8300 www.educ.uidaho.edu/standards/ national.htm National Association of Biology Teachers 12030 Sunrise Valley Drive, Suite 110 Reston, VA 20191 800-406-0775 www.nabt.org

Music Teachers National Association 441 Vine Street, Ste 505 Cincinnati, OH 45202 888-512-5278 www.mtna.org

National Association of Industrial and Technical Teacher Educators PO Box 1442 Portage, MI 49081 613-387-3007 www.coe.uga.edu/naitte/

National Art Education Association 1916 Association Drive Reston, VA 20191 703-860-8000 www.naea-reston.org

National Business Education Association 1914 Association Drive Reston, VA 20191 703-860-8300 www.nbea.org

National Association for Bilingual Education 1030 15th Street NW Washington, DC 20005

National Council for the Social Studies 8555 16th Street Silver Spring, MD 20910

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301-588-1800 www.socialstudies.org National Council of Teachers of English 1111 W. Kenyon Road Urbana, IL 61801 877-369-6283 www.ncte.org National Council of Teachers of Mathematics 1906 Association Drive Reston, VA 20191 703-620-9840 www.nctm.org

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National Education Association 1201 16th Street NW Washington, DC 20036 202-833-4000 www.nea.org National Science Teachers Association 1840 Wilson Blvd. Arlington, VA 22201 703-243-7100 www.nsta.org

Questions and Answers with the Author

Q: I want to be a childhood teacher, and I have been told that parents of children this age are eager to participate in and be involved with their children’s education. What other steps can I take to specifically develop relationships with the parents, especially given the fact that many parents work and cannot get to school during the day? And how do I gather information about my students when a writing sample or test scores will not be available? A: As stated earlier in this chapter, send invitations to parents to visit you with their children during your classroom setup prior to your school’s opening. In the event that some parents are not available during the day, arrange to have an evening “hello” for the parents who work. If your proposed evening event cannot be arranged because the school cannot be accessible at night, create a video welcoming your students to your classroom. A visual tour of all aspects of your classroom and a warm welcome from you will serve to acclimate your students to their new classroom. This video can be accessed online, as some districts provide links for parents to get information about their child’s classroom placement and teacher before school begins. In the event that some parents do not have computer access, you can send a picture of yourself and your classroom with a note welcoming your new student to your class.

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I remember that when my younger son entered kindergarten, his teacher gave all parents her telephone number so that they could reach her if necessary. Following my son’s completion of this grade, my wife and his teacher became friends. The teacher just retired last year, and mentioned to my wife that the practice of making her phone number available to parents was never abused. She was an extraordinary teacher who was recognized for her willingness to be accessible. During your first week of school, take a picture of each of your students and prominently display the photos with student names and birthdays. In addition, send home a parents’ questionnaire to gather pertinent information related to each child. Biographical information including address, phone number(s), and e-mail should be included. Pose the following questions: • What are your child’s favorite toys/games? • How does your child spend his or her free time? (creating imaginative play, watching TV, playing video games or board games, reading, going to the park, library, etc.) • What children, if any, does your child interact with outside of school? (Have the parent/guardian list the names and ages of siblings/relatives/neighbors.) • Does your child enjoy music/art/dance/theater? • Does your child like to read? If so, what is your child’s favorite book? • Does your child have a library card? • Does your child have any pets? • Is English the first language spoken in your home? If not, what language does your family speak? • Does your child have any food restrictions or allergies? • What do you consider your child’s greatest strengths? • Is there any other information that you would like to provide in order for me to better know your child? The return questionnaire will provide a detailed profile of your students outside of school as well as insight into what parents consider important in their child’s development. The answers to each of your questions will enable you to plan your lessons much more effectively

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181

as you build upon your students’ personal experiences and interests. What does each answer reveal? • What are your child’s favorite toys/games? The level of play and the complexity of favorite manipulatives and games reveal the degree of cognitive challenge and whether the emphasis is on solitary or social skill development. • How does your child spend his or her free time? This answer will provide you with information as to whether the child is active or sedentary, or enjoys social or solitary play. • What children, if any, does your child interact with outside of school? This answer reveals whether a child has siblings/relatives/ neighbors who have an impact on this child’s social development. Keep in mind that a child who is interacting with age-appropriate relatives and peers will present outwardly differently than those children who are surrounded by adults. • Does your child enjoy music/art/dance/theater? The answer to this question might reveal an interest in the arts at home, or provide an awareness of this child’s talent(s) that could be innate. • Does your child have any pets? In taking care of a pet, children learn to be responsible for someone other than themselves. Knowing the types of pets your students have (rabbit/fish/gerbil) might prompt you to have a similar pet in your classroom, which would reinforce the characteristic of sharing in the responsibility of taking care of a class pet. • Is English the first language spoken in your home? This information not only will assist you in understanding potential language challenges, but can also provide you with the opportunity to celebrate diversity and the characteristics of different cultures. If English is not the language spoken at home, accommodations have to be made at school to address this. • Does your child have any food restrictions or allergies? Parents are going to provide you with obvious food allergies. It should be noted that recently many parents are providing their children with gluten-free foods because they have heard that this

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ingredient can be linked to autistic presentations. Keep in mind that some students are from homes that follow religious dietary restrictions that should be honored in your classroom. • What do you consider your child’s greatest strengths? Parents’ answer to this question will reveal their personal priorities and relative optimism regarding the evaluation of their child. Are they interested in how intelligent they think their child is, and/ or do they place value on their child’s affective behavior? • Is there any other information that you would like to provide in order for me to better know your child? Perhaps you will provide a parent with the opportunity to share any personal challenges that they feel would have an impact on their child’s academic performance as well as personal demeanor. The answers to all of these questions will give you an initial “snapshot” of each of your students. This foundation of information will be further enhanced as you gather additional insight into each of your students.

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Conclusion

It was the day before Thanksgiving 1976, at five o’clock in the afternoon, and I was a rookie assistant principal. My last task each afternoon was to walk through the building to make certain that no one was lurking in the shadows. The previous three months of tours had been uneventful, but that was about to change. As I exited the elevator on the fourth floor, I heard something at the end of the hall. Narrowing my eyes, I could see someone in the corridor, head propped against the lockers. His shoulders moved up and down as he cried. When I neared him, he raised his head, and I recognized high school junior Brian Johnson. I managed to take him to my office where, after an hour, I heard the whole story. Earlier that day, Brian had been called on to read in class. He was not a very good reader, and the students started to mimic him. His teacher—not known for his sensitivity—said, “What’s the matter with you, Brian, can’t you read?” Brian cut his remaining classes, and when he arrived home, he found his father waiting for him with report card in one hand and his belt in the other. “I have a stupid son,” he repeated, as he beat the boy. The four lessons of that day served to reaffirm what I have always believed. First, what we had was a conspiracy against this young man. He was told by his classmates, his teacher, and his own father that he could not succeed. Because he heard this over and over, he had come to believe their words. Because he accepted their assessment, he never worked on his deficiencies; he never improved, which proved what everyone was saying. Never be part of the conspiracy. Second, people do what we expect them to do. Set the bar high, and your students will not disappoint you. 183

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CONCLUSION

Third, do not focus on the infraction, but the reason behind the infraction. Last, and most important, mediocre teachers are surrounded by mirrors. They are the center of the universe. The problem with being surrounded by mirrors is that your own reflection obscures the view. You are not focused on what students learn, just what you teach. To become a great teacher, let those mirrors dissolve and see your students as they really are, with all of their strengths and challenges. Then, create lessons that overcome any deficiencies. Over the next year and a half after I found Brian crying, I worked with him to improve his academic performance and developed a support system of concerned counselors and teachers who also encouraged him. Fast-forward thirty-five years to a recent school reunion. As I stood in line for dinner, someone touched my shoulder. I turned to see Brian. “It’s great to see you, Mr. Leibman,” he said. “I want to introduce you to my wife, Cheryl. She’s the second person who believed in me.” His eyes welled, she held him close, and my professional life flashed before me. In the course of our conversation, Brian explained that he and Cheryl had been happily married for twenty-two years, owned a successful business, and had three beautiful children. “I tell them ‘I love you’ each day,” he said. As I got up to leave, Brian told me that I had changed his life forever and that he would never forget me. When I explained that he had changed my life so much more, I could tell by the wonder in his eyes that he really didn’t understand what I meant. My personal hope for you is that you get the opportunity again and again to experience the magic that comes with making a difference in someone else’s life. The Scottish theologian William Barclay once said, “There are two great days in a person’s life—the day we are born and the day we discover why.” I submit to you that you will know why the first time you walk into your very own classroom. When you do, I’d like to hear about it. I can be reached at: Dr. Peter Leibman Associate Professor St. Francis College 180 Remsen Street Brooklyn Heights, NY 11201 [email protected]

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Index

abbreviations, in résumé, 131–32 Academic Literacy Skills Test (ALST), 75 accommodations, 30 accreditation, 72 action paragraphs, in broadcast letter, 109 action verbs: in broadcast letter, 106–7, 110–11; in résumé, 127, 137–38 adaptability, 32 address, in broadcast letter, 108 administrators: child abuse reported to, 49; networking with, 94; performance evaluation by, 35; as reactionary, 114; recommendations from, 92; small school size and, 4–5; teaching job opportunities shared by, 91 advertised position, broadcast letter and, 112 after-school activities, student teachers and, 49 Alabama, 82 Alaska, 82 ALST. See Academic Literacy Skills Test

alumni associations, networking and, 96–97 anticipation, 29 appearance, professionalism and, 151, 155–56 Arizona, 82 Arkansas, 82 Ash, Mary Kay, 71 assessment: for career changers, 58– 61; for edTPA, 75–76; questions, 160–64; for student teachers, 47 assistant principal: duties of, 22, 183; student teachers and, 45 assistant teachers: salary of, xviii; in therapeutic preschool, 6 attendance: school law and, 175–76; for student teachers, 47–48 attire. See appearance, professionalism and authoritarian teaching style, 57 baby boomers, retirement and, 3 Barclay, William, 184 Bevilacqua, Anthony, 21–22 Bill and Melinda Gates Foundation, 4, 7 Bloomberg, Michael, xviii–xix 185

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186

INDEX

body language, 30, 157 book questions, 162 broadcast letter, xxi–xxii; academic background in, 112–13; accomplishments in, 109–10; action paragraphs in, 109; action verbs and, 106–7, 110–11; address in, 108; advertised position and, 112; agreement mistakes in, 105; benefit of professional, 103; for career changers, 122; certification in, 112; the close in, 114–15; components of, 108–15; examples of, 116–21; goals of, 104; GPA in, 112–13; grammar and, 105, 107; “I” overuse in, 105; in one page, 107; online applications and, 122–23; organizational structure of, 104; positivity in, 111; purpose of, 103; quality paper for, 107; reason for writing in, 111–12; referral and, 112; sentence variety and, 105; special characteristics listed in, 113–14; spelling in, 107; standard request and, 111; student teaching experience in, 110–11; submission pitfalls of, 104–7; teacher experience in, 109–10 Buchner, Carol, 19 Burg, Bob, 91 CAEP. See Council for Accreditation of Educator Preparation California, 7, 57, 82 CAPE. See Council for America Private Education

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career changers, xxi, 10, 19; action plan for, 57; advice for, 62, 69; assessments for, 58–61; benefits of, 55–56; broadcast letter for, 122; certification for, 56–57; economy’s impact on, 65; experience of, 55; financial viability for, 59, 64, 66–67; immigration and, 67; incentive programs for, 60; intermediate steps for, 69; motivations of, 57, 61–65, 68; obstacles facing, 62–63, 68; pride of, 61–64; research for, 62; résumé example for, 148; stories of, 60–69; success measurements for, 69; support system for, 59–60, 64, 66; teachers advising, 59; “values clarification” for, 58; volunteering and, 69 career disappointment, xx certification, xxi; additional requirements for, 81; advice for, 90; in broadcast letter, 112; for career changers, 56–57; dual, 40; edTPA and, 74–77; general requirements for, 74; GPA and, 74; Praxis tests and, 77; process of, 71; reciprocal, 11–12; SATs and, 77–78; success steps for, 89– 90; test-taking secrets for, 78–81 charter schools: effectiveness of, 16; factors in choosing, 15–17; future of, 16; proximity to home of, 16; staff support at, 16–17; teachers’ union and, 7–8; teaching job opportunities and, 7–8 child abuse, student teachers and, 49–50 Child Protective Services, 49

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INDEX

class participation, encouraging, 24 classroom discipline, 162, 173 class rules, 24 class size, 3 clergy, networking and, 96 the close, in broadcast letter, 114–15 college choice: graduate schools and, 73–74; questions for, 71–73; school visits for, 73–74 college graduate résumés, 139–47 college mentor, for research, 153–54 Colorado, 82–83 comfort level, of students, 24 commitment, interviews showing, 160 common core standards, 50–51, 171–72 computers, teaching job opportunities in, 6–7 confidence, for interviews, 157–59 Connecticut, 83 Content Specialty-Multi-Subject (CST), 75 controversial topics, teaching, 174–75 cooperating teacher, 44–45, 93 Council for Accreditation of Educator Preparation (CAEP), 72 Council for America Private Education (CAPE), 9 cover letter. See broadcast letter CST. See Content Specialty-MultiSubject cultural interview questions, 167 debriefing, after interviews, 165 Delaware, 83 democratic teaching style, 57, 151 demonstration lesson, 165, 167–68 department chairs, 45

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187

Department of Education, by state, 82–89 differentiated instruction, 51 disappointment, in career, xx discipline, 162, 173 District of Columbia, 83 diversity, of students, 161 Dobransky, Paul, Dr., 169 “dream stoppers,” 45 dual certification, 40 Early Intervention (EI), 65–67 early intervention provider, 5–6 EAS. See Educating All Students economy: career changers impacted by, 65; students’ impacted by, xii; teacher’s impacted by, xi–xii, xviii; unemployment and, 1, 57 edTPA: assessments for, 75–76; certification and, 74–77; exams and, 75; objectivity and, 77; success suggestions for, 75–77; three-to-five-lesson unit and, 75; videotape for, 76 Educating All Students (EAS), 75 education: departments of, 82–89; parents’ importance to, 14–15; positions in, 10–11; value of, xi– xii. See also special-education educational associations, networking and, 97 educational environment. See learning environment Educational Testing Service (ETS), 77 education courses, student teachers and, 38 Education for All Handicapped Children Act (PL94-142), 5 education methods class, 69

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188

INDEX

Education Society, 39 effective teachers: accommodations made by, 30; adaptability and, 32; as advocate, 31–32; anticipation and, 29; body language of, 30; characteristics of, 19, 33–34; comfortable, nurturing environment created by, 30–31; honesty and, 21; impact of, 25; learning made relevant by, 20–21; as motivator, 31; patience and, 32; planning and, 22; positive learning environment created by, 22–24; prejudice and, 24–26; public speaking ability of, 21–22; self-esteem developed by, 25–26; students’ personal lives and, 26– 27; students’ supported by, 28; success celebrated by, 26; as team player, 32; technological expertise of, 28–29; unconventional thinking of, 27–28 EI. See Early Intervention elementary school: chronological schedule for, 48–49; parents at, 172; teaching job considerations for, 13 The Elements of Style, 107 e-mail addresses, 41, 128, 137–38 employment, xii; anxiety over, xvii; finding, xvii; networking for, 91– 92; population trends and, 1–2; retention, xxii. See also teaching job opportunities; teaching jobs engagement: of students, 20; unconventional thinking for, 27–28 essays, in tests, 80–81 ETS. See Educational Testing Service

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exams. See tests expectations, 183 ExxonMobil Corporation, 7 Facebook, 41–42, 98 faculty members, backgrounds of, 72 field trips, law and, 176 Florida, 83 font, for résumé, 129–30, 137–38 format: of lesson plans, 50; of résumé, 125, 128, 135–38 friendships, for student teachers, 43 Frost, Robert, 55 Geisert, Gene, Dr., 73 Georgia, 7, 83 Golden Key, 97 GPA. See grade point average grade point average (GPA): in broadcast letter, 112–13; certification and, 74; explaining low, 163; of student teachers, 37–38 grading papers, students, 176 grading policy, 161, 177 graduate school, 73–74, 177 grammar: broadcast letter and, 105, 107; résumé and, 127, 129–30 “happy quotient,” 58 Hawaii, 83 health, interviews and, 167 high school: parents at, 172–73; teaching job considerations for, 14 Hofschmidt, John, Brother, 99–100 Holland, John, 58 honesty, 33; effective teachers and, 21; importance of, 113; in interviews, 163–64

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INDEX

honor societies, 38–39; networking and, 97 hope, 1; promoting, 32; success and, xiii hypothetical questions, 161–64 IBM Transition to Teaching program, 60 Idaho, 83–84 I Got My Dream Job and So Can You (Leibman), 100 illegal interview questions, 166–67 Illinois, 57, 84 immigration: career changers and, 67; increase in, 2; teaching jobs opportunities with, 2–3 inappropriate interview questions, 166–67 incentive programs, for career changers, 60 independent schools: effectiveness of, 16; factors in choosing, 15–17; future of, 16; proximity to home of, 16; staff support at, 16–17; teaching job opportunities and, 8 Indiana, 84 interviews, xxii; categories of questions for, 160–61; close of, 164–65; commitment shown in, 160; confidence for, 157–59; connections in, 158; control in, 158; cultural questions in, 167; debriefing after, 165; demonstration lesson after, 165, 167–68; health questions in, 167; honesty in, 163–64; inappropriate or illegal questions in, 166–67; interviewee questions in, 164;

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189

key characteristics in, 159–60; marital status in, 167; morning of, 156–57; night before, 156; observations during, 157; preparation for, 151–52, 156–57; professional appearance for, 151, 155–56; questions in, 158–64; research for, 152–55; résumé’s importance in getting, 125; revealing answers in, 160–64; special talents for, 154–55 Iowa, 84 Isaacson, Portia, 125 jobs. See employment; teaching jobs junior high school. See middle school Kansas, 84 Kappa Delta Pi, xviii–xix, 38–39, 97 Keirsey Temperament Sorter (KTS-II), 58 Keller, Helen, 1 Kentucky, 84 KTS-II. See Keirsey Temperament Sorter laissez-faire teaching style, 57 LAST. See Liberal Arts and Sciences Test law, xxii, 175–77 leadership experience, for student teachers, 39 learning environment: comfortable, nurturing, 30–31; importance of, 151; positivity for, 22–24; respect and, 25 Leibman, Pete, 100 lesson plans: format for, 50; student teachers and, 46–47, 50

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190

INDEX

Liberal Arts and Sciences Test (LAST), 90 LinkedIn, for networking, 98–99 Louisiana, 84 Macchiarola, Frank J., Dr., xi–xiii MACTE. See Montessori Accreditation Council for Teacher Education Maine, 85 marital status, in interviews, 167 Maryland, 85 Massachusetts, 85 math, teaching job opportunities in, 6–7 mentors, for new teachers, 173 methods and assessment questions, 160–64 Michael and Susan Dell Foundation, 7 Michigan, 85 middle school: parents at, 172–73; teaching job considerations for, 13–14 Minnesota, 85 Mississippi, 85 Missouri, 85–86 Montana, 86 Montessori Accreditation Council for Teacher Education (MACTE), 72 motivation, special-education and, 31 Myers-Briggs Type Indicator, 58 NAIS. See National Association of Independent Schools NASDTEC. See National Association of State Directors

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of Teacher Education and Certification National Association of Independent Schools (NAIS), 8 National Association of State Directors of Teacher Education and Certification (NASDTEC), 11–12, 81–82 National Center for Alternative Certification, 56 National Council for Accreditation of Teacher Education (NCATE), 72 National Evaluation Series (NES), 77 NCATE. See National Council for Accreditation of Teacher Education Nebraska, 86 negativity: impact of, 183; recognizing, 23; student teachers and, 45; teachers and, 22–23 NES. See National Evaluation Series networking, xxi; action plan for, 100; with administrators, 94; alumni associations and, 96–97; clergy and, 96; educational associations and, 97; for employment, 91–92; friends and family for, 95; honor societies and, 97; identifying prospects for, 93; importance of, 122; LinkedIn for, 98–99; organization for, 93; with other teachers, 94; overcoming inhibitions with, 99–101; positivity for, 92; principals relying on, 91; principal’s secretary and, 94; professors and, 95; for research,

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INDEX

153; school board meetings for, 95–96; student teachers and, 93; substitute teaching and, 94–95; success in, 91; tutoring agencies and, 97 Nevada, 86 New Hampshire, 86 New Jersey, 57, 86 New Mexico, 86 new teachers: common core standards and, 171–72; controversial topics and, 174–75; discipline problems for, 173; goals for, 170; mentor for, 173; parents and, 172–73; proactive behavior for, 169–72; on probation, 169; professionalism and, 175; student information for, 170–71; supervision of, 171–72; support staff for, 173–74 New York, 7, 86–87 North Carolina, 87 North Dakota, 87 NYC Teaching Fellows, 68 objective, in résumé, 125–26, 131–34 observation hours, for student teachers, 39–40 Ohio, 87 Oklahoma, 87 online applications, broadcast letter and, 122–23 Oregon, 87 out-of-school issues, law and, 176 Paige, Rod, 104 parents: education and importance of, 14–15; at elementary school

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191

level, 172; at high school, 172–73; at junior high school, 172–73; new teachers and, 172– 73; questionnaire for, 180–82; relationship building with, 179– 80; student teachers interacting with, 46; video tour for, 179–80 parochial schools: effectiveness of, 16; factors in choosing, 15–17; future of, 16; proximity to home of, 16; staff support at, 16–17; teaching job opportunities and, 8–9 participation. See class participation patience, 32 Pennsylvania, 87 personal philosophy questions, 161–64 personal strengths and weaknesses, 162 Phi Beta Kappa, 97 photos, in résumé, 150 PL94-142. See Education for All Handicapped Children Act placement, for student teachers, 42–43 planning: effective teachers and, 22; for student teachers, 37 positivity: in broadcast letter, 111; learning environment and, 22–24; networking and, 92; in résumé, 126 Praxis tests, 77 preferred hires, research of, 154 prejudice: effective teachers and, 24–26; respect and, 25 principals: challenges of, 104, 149; networking and, 91; responsibilities of, 149; small

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192

INDEX

school size and, 4; student teachers and, 43–44; support from, 27–28; as teachers, xxi; value sought by, 152 principal’s secretary, 44; networking and, 94; power of, 157 private schools, 9 professional improvement, 161 professionalism: appearance and, 151, 155–56; broadcast letter benefit of, 103; of e-mail address for résumé, 128, 137–38; new teachers and, 175; résumé and, 129–30; student teachers and, 41–42 professional organizations, 177–79 professional skill obtainment, xii professors, networking and, 95 public schools: effectiveness of, 16; factors in choosing, 15–17; future of, 16; proximity to home of, 16; race and, 10; salary at, 9; staff support at, 16–17; teaching job opportunities and, 9–10 public speaking: effective teachers and, 21–22; fears and, 21; reactions to, 18 questioning techniques, of student teachers, 51 race: beyond, 25; preferred hires and, 154; public schools and, 10 rape, 26–27 reciprocal certification, 11–12 Recruiting New Teachers, 56 reference list, résumé’s use of, 127, 149 referral, broadcast letter and, 112 repetition, in résumé, 133–34

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research: for career changers, 62; college mentor for, 153–54; for interviews, 152–55; networking for, 153; of preferred hires, 154; school board minutes for, 153; of school by student teachers, 43; for special-education, 52 respect, learning environment and, 25 résumé, xxii; abbreviations in, 131– 32; action verbs in, 127, 137–38; bolded type in, 131–32; career changer example of, 148; college graduate examples of, 139–47; early application of, 149; e-mail address professionalism for, 128, 137–38; font for, 129–30, 137–38; format of, 125, 128, 135–38; good samples of, 139– 48; interviews and importance of, 125; length of, 126; objective in, 125–26, 131–34; personal information in, 166; photos in, 150; poor presentation in, 126; poor samples of, 128–38; positivity in, 126; professionalism and, 129–30; purpose of, 103; reference list in, 127, 149; repetition in, 133–34; spacing in, 135–36; special interests use in, 126; spelling or grammatical errors in, 127, 129–30; verb tense in, 127; volunteering in, 135–36 retirement, 2; baby boomers and, 3; planning for, 12 Rhode Island, 88 RIASEC Holland Interest Scale, 58 Roberts, Wess, 151 “rubber room,” xix rules. See class rules

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INDEX

salary: of assistant teachers, xviii; dissatisfaction with, 151; at public schools, 9; “rubber room” and, xix; in school choice considerations, 15–16 SATs, 77–78 schedules, student teachers learning, 48–49 school board meetings, networking at, 95–96 school board minutes, 153 school choice: certainty and, 17; effectiveness and, 16; proximity to home and, 16; salary and, 15– 16; school’s future and, 16; staff support and, 16–17 school law, xxii, 175–77 school newspaper, 176–77 school size, 4–5 school web sites, 152 science, teaching job opportunities in, 6–7 SEIT. See Special-Education Itinerant Teacher self-esteem, effective teachers developing, 25–26 SEPTA. See Special-Education Parent Teacher Association sexual abuse, 26–27 social media behavior, 41–42 South Carolina, 88 South Dakota, 88 special-education: accommodations for, 30; adaptability and, 32; anticipation for, 29; body language and, 30; comfortable, nurturing environment for, 30–31; effective teacher as advocate in, 31–32; effective teacher as team player for, 32; law and,

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193

176; motivation for, 31; patience and, 32; research for, 52; student teacher experience for, 51–52; teacher support services, 6; teaching job opportunities in, 5–6 Special-Education Itinerant Teacher (SEIT), 6 Special-Education Parent Teacher Association (SEPTA), 53 special interests, résumé using, 126 special talents, for interviews, 154–55 spelling: in broadcast letter, 107; in résumé, 127, 129–30 standardized test scores. See test scores standard request, broadcast letter and, 111 St. Francis College, xii StrengthsFinder, 58 Strong Interest Inventory, 58 students: comfort level of, 24; diversity of, 161; economy impact on, xii; effective teachers supporting, 28; engagement of, 20; expectations for, 183; grading papers, 176; introductions to, 23–24; new teachers gathering information on, 170–71; personal lives of, 26–27; relating to, 20–21; student teachers learning backgrounds of, 48; student teachers learning names of, 46 student searches, law and, 176 student teachers, xviii; after-school activities and, 49; assessment for, 47; assistant principal and, 45; attendance for, 47–48; broadcast letter showing experience of, 110–11; child abuse and, 49–50;

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194

INDEX

class behavior for, 41; common core standards and, 50–51; cooperating teacher and, 44–45, 93; coursework for, 37–38; department chairs and, 45; dual certification and, 40; education courses and, 38; exit behavior for, 48; friendships for, 43; GPA of, 37–38; grade level choice for, 12–14; leadership experience for, 39; lesson plans and, 46–47, 50; negativity and, 45; networking and, 93; observation hours for, 39–40; parent interactions of, 46; placement for, 42–43; planning for, 37; principal and, 43–44; principal’s secretary and, 44; prior experience for, 40; professionalism and, 41–42; questioning techniques of, 51; researching school for, 43; schedules for, 48–49; social considerations for, 14–15; special-education experience for, 51–52; specialty courses for, 41; student backgrounds learned by, 48; student names and, 46; supervising questions for, 49; teaching styles and, 50; test score concerns for, 34–35; videotaping for, 47; volunteering and, 39, 93; wait time and, 51; writing skills for, 41 subject-specific questions, 160–64 substitute teaching, networking by, 94–95 success: career changers measuring, 69; certification steps for, 89–90; characteristics of, xxi; edTPA suggestions for, 75–77; effective

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teachers celebrating, 26; hope and, xiii; in networking, 91; at urban schools, 18 support staff, 16–17, 173–74 Teacher Education Accreditation Council (TEAC), 72 teachers: accessibility of, 180; authoritarian style of, 57; broadcast letter with experience of, 109–10; career changers advised by, 59; controversial topics and, 174–75; demand for, xx; democratic style of, 57, 151; economy’s impact on, xi–xii, xviii; expectations set by, 183; grade level choice for, 12–14; grading policy of, 161; impact of, 25; laissez-faire style of, 57; life experience of, 19; need for, xi; negativity and, 22–23; networking with other, 94; power of, xii–xiii; principals as, xxi; reasons for becoming, 33–34; rewards of, 184; student teachers and cooperating, 44–45, 93. See also career changers; effective teachers; new teachers; student teachers teachers’ union, xix; charter schools and, 7–8; class size and, 3 teacher support services, specialeducation, 6 teaching job opportunities: additional positions for, 10–11; administrators sharing, 91; baby boomers retirement creating, 3; charter schools and, 7–8; class size and, 3; demonstration lesson for, 165, 167–68; early

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INDEX

application for, 149; immigration and, 2–3; independent schools and, 8; parochial schools and, 8–9; public schools and, 9–10; recognizing quality, 152; in science, math, computers, 6–7; small school size and, 4–5; social issues and, 3; special-education needs and, 5–6; tenure and, 5 teaching jobs: additional positions for, 10–11; demand for, xx; demonstration lesson for, 165, 167–68; early application for, 149; elementary school considerations for, 13; finding, xvii, xix; high school considerations for, 14; middle school considerations for, 13–14; need for, xi; population trends and, 1–2; preparing for, xxi; as rewarding, xx; scarcity of, xix; social considerations for, 14–15. See also employment technology, effective teachers and, 28–29 Tennessee, 88 tenure, 5 tests, xxi; advice for, 89–90; edTPA, 75; essays in, 80–81; multiple choice suggestions for, 79–80; Praxis, 77; preparation for, 78–79; reading comprehension questions in, 80; SATs, 77–78; secrets for taking, 78–81 test scores: family income and, 35; as overrated, 35; philosophy for, 152; student teaching concerns with, 34–35 Texas, 57, 88

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195

therapeutic preschool, assistant teachers in, 6 three-to-five-lesson unit, 75 transitioners. See career changers Troops to Teachers (TTT), 56–57 Trump, J. Lloyd, xviii TTT. See Troops to Teachers tuition rates, xi tutoring agencies, networking and, 97 unconventional thinking, for effective teachers, 27–28 underemployment, 1 unemployment, 1, 57. See also employment urban schools, 17–18 Utah, 88 “values clarification,” 58 verb tense, in résumé, 127 Vermont, 88 videotape: for edTPA, 76; for parents, 179–80; student teachers learning by, 47 Virginia, 88–89 volunteering: career changers and, 69; in résumé, 135–36; student teachers and, 39, 93 wait time, student teachers and, 51 Washington, 89 web sites, school, 152 West Virginia, 89 Wisconsin, 89 writing skills, for student teachers, 41 Wyoming, 89 yearbook moderator, 176–77

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About the Author

Peter Leibman, EdD, graduated from St. Francis College with a BA in English and a minor in education. He completed his master’s degree in secondary education/English in 1976 and professional diploma/sixth year certificate in administration in 1979, earning both degrees at City University. He was awarded a doctorate in education from St. John’s University in 2006. Professionally, Peter has served as school principal (K–12), assistant principal for curriculum and supervision, director of planning, athletic director, English teacher, physical education, and varsity boys’ basketball coach. He has also served as guest speaker for numerous schools and organizations. As principal, Peter served as director of the Long Island Principals’ Institute at C. W. Post. For the past eight years, Peter has worked at St. Francis College in Brooklyn Heights, where he is currently supervisor of student teaching, associate professor of education, and chapter moderator of Kappa Delta Pi International Education Honor Society. Career highlights include raising test scores in all disciplines at the secondary level, improving attendance to 98 percent at the secondary level, reducing a dropout rate and student lateness, developing student and faculty handbooks, improving instruction, creating numerous innovative academic programs, developing a district-wide drug and alcohol steering committee, and creating a building service team to focus on the challenges of students at risk. At the college level, Peter has improved the teacher training program at St. Francis College, rewritten the student teacher handbook, devel197

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ABOUT THE AUTHOR

oped a new curriculum for student teaching and methods courses, and improved the passing rate for teacher certification exams to more than 90 percent. As director of student teaching, he has developed partnerships with numerous public, private, charter, and independent schools; consequently, many St. Francis graduates are now teaching full-time despite the prior job freeze. Eight students who graduated from St. Francis College in the past four years are now serving as school deans and one is a school principal. Significant aspects of the student teaching curriculum include the broadcast letter, résumé, networking, the interview process, and improving communication skills. In addition, Peter has assumed leadership of Kappa Delta Pi at St. Francis College, and has developed a program that is recognized for innovation and teacher training. He has presented at St. Mary’s College and Acadia University on inspiring students; and he was recently asked to facilitate the ILEAD Conference for Kappa Delta Pi in Chicago, Baltimore, and Dallas. He will present in Orlando in October. Lastly, Peter has been able to assist high school students in SAT prep by raising their scores as much as 250 points. Every student he has worked with (perhaps one hundred) has been accepted into the college of his choice including numerous Ivy League institutions.

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