Session outcomes 1) to have reflected on your planning and interpersonal skills, strengths and AFDs; 2) to have identified 3 actions for improvement. Evidencing Teachers’ Standard 8: Fulfilling wider professional responsibilities: Develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support;
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Session outcomes
1) to have reflected on your planning and interpersonal skills, strengths and AFDs;
2) to have identified 3 actions for improvement.
Evidencing Teachers’ Standard 8: Fulfilling wider professional responsibilities:Develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support;Take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues;
Session overview
• Where is the work?• Selling yourself :
• Who wants to know about you?• Applying • Pre-interview• During the interview• Post-interview
Selling yourself - where is the work?
Selling yourself - where is the work?
TES jobsGuardian JobsBarnsley ChronicleBarnsley CouncilRandstadTwitter / word of mouth Sign up for job alerts
• Who wants to know about you?• What do they want to know about you?
• Get inside the mind of the employer :
what are they looking for?
Selling yourself - mindset
DON’T THINK YOUR LIFE SKILLS ARE IRRELEVANT
Selling yourself: applying
Selling yourself: applying
How is your application going to stand out? • Covering letter• Letter of application / personal statement• Official application form• Executive Summary
Be prepared and PLAN (but NOT the night before..):- Research the school and the post;- Plan your travel journey…but what’s your Plan B?- Dress to impress – first impressions count- Look organised: portfolio of evidence, folders- Expect the unexpected – unusual requests- Formulate and practice questions to ask
Selling yourself: pre-interview
DRESS to IMPRESS?
DRESS to IMPRESS?
Stubble or not to stubble?
Selling yourself: pre-interview
• CONTROLLED• CALM• COLLECTED
Desirable teacher skills that interviewers and employers will be looking for
Selling yourself: in the interviewWHAT YOU SAY…..• Who are the most important people in the interview?• Re-articulate your letter of application, linked to
Teacher Standards:• Year groups taught and subjects covered;• Lesson planning and delivery;• Monitoring and evaluating learning outcomes;• Experience of working with TA’s and parents;• Your philosophy and vision for teaching and learning
Selling yourself: in the interview
AND HOW YOU SAY IT…..
• Use of Standard English• Articulation• Conviction• Persuasion
Selling yourself: pre-interview
DRESS to IMPRESS?
Selling yourself: in the interviewWHAT YOUR BODY DOES…..• Assertive yet not over-confident, humility and deference,
keen and sparkling ( not “bubbly”);• Eye contact, smile, handshake, don’t sit until offered;• Accept the glass of water even if you don’t want it; • Seating posture - upright in the chair no slouching;• Angle the chair away from interviewer direct line; • Turn to the questioner, give eye contact, but keep other
panel members involved;
Selling yourself: in the interviewWHAT YOUR BODY DOES…..• Lean slightly forward, give affirmative head nods;• Be aware of nose-picking, ear-scratching, sniffing, hand
waving, shuffling;• Don’t repeat questions back , or say “that’s a good
question…..that’s a tricky question…”• The dreaded silence when formulating a response…• Look down at the table - not at the ceiling /out of the
window
Selling yourself: post-interview
If successful:• Email/letter thanking for the offerIf unsuccessful:• Email / letter thanking for opportunity• Get feedback on why you didn’t get the job –
insist on this
Session outcomes
1) to have reflected on your planning and interpersonal skills, strengths and AFDs;