A copy of the slides delivered at the IEU CV Writing and Interview Skills presentation on September 24.

1. CV writing and interview skills
AKA Self-promotion, sales and marketing 101

2. Housekeeping
• Bathrooms, mobile phones, questions
• Timing
– 11am Morning tea
– 1pm Lunch
– 4pm finish

3. Objectives
• To provide you with advice, skills and resources
for advancing your career in (or out of) education
• This session will enable you to:
– Source appropriate jobs for your career path
– Develop an effective CV that reflects your personal
skill-set
– Structure a concise cover letter
– Prepare effectively for interview

4. EDUCATION INDUSTRY OVERVIEW

5. Fast facts - Education
• Large sector
– Of 355,279 people employed in Australian
schools, 25% (64,720 teaching and 23,372 non-
teaching staff) are in Victoria
– One in three students attends an independent
school (1.2m out of 3.5m students)
• State government funding
– Victoria spends the least per student of all states
and territories: $11,269 (2ndary) and $8,954
(primary)
ABS 4221.0 Schools NSSC table 51a, 2011

6. Fast facts – Australian schools
By sector Government By type
402
Catholic
1,020 Independent
1,305
1,710
1,396
6,705 6,312
Primary
Secondary
Combined
Special
There are 9,435 schools in Australia. The proportions above have
remained consistent over the past 10 years
www.abs.gov.au (ABS4221.0 - Schools, Australia, 2011)

7. Schools by sector per state
ACT 84 30 14
NT 154 15 21
TAS 190 37 28
SA 557 103 92
Government
WA 770 159 142 Catholic
Independent
QLD 1237 292 179
VIC 1536 487 211
NSW 2177 587 333
0 500 1000 1500 2000 2500 3000 3500
ABS 4221.0 Schools NSSC table 35a, 2011

8. Fast facts - staff
• Growing sector
– From 2001 – 2011, the number of teachers increased by
17% (23% increase in Independent schools compared with
9% in government schools)
– Independent schools employ 16% of all teachers in Aus
• Male vs. female
– Females comprise 77% (primary) and 56% (secondary) of
staff in schools
– The female:male ratio is increasing: From 2001 to
2011, female staff increased by 21% and males by 7%
• Teaching vs. non-teaching
– Administrative staff numbers are increasing quicker than
teaching staff
www.ibisworld.gov.au and www.isca.edu.au

9. Student:teacher ratios by sector
16
15 NSW
VIC
14
QLD
SA
13
WA
12 TAS
NT
11 ACT
AUS
10
Government Catholic Independent
ABS 4221.0 Schools NSSC table 53a, 2011

10. Fast facts - students
• In 2011, 3,541,809 students attended school
in Australia, up 31,000 from 2010
• More than one in 3 (35%) students attends a
non-government school. In 2001 it was only
31%
• Since 2001, Independent school enrolments
have increased by 34.6% compared with
11.6% for Catholic and 1.8% for government
schools
• Girls outnumber boys in years 11-12
www.ibisworld.gov.au and www.isca.edu.au

11. School enrolments by sector (M)
2010 2.28 0.71 0.49
2009 2.27 0.70 0.48
2008 2.26 0.70 0.47
2007 2.27 0.69 0.46
2006 2.25 0.68 0.44 Government
2005 2.25 0.67 0.43 Catholic
2004 2.25 0.67 0.42 Independent
2003 2.25 0.66 0.40
2002 2.26 0.66 0.39
2001 2.25 0.65 0.37
1.00 1.50 2.00 2.50 3.00 3.50
Abs 4221.0 Schools NSSC table 51a, 2011

12. Annual growth (% enrolments) by sector
2010 1.6%
2009 2.1%
2008 3.5%
2007 3.8%
2006 2.6% Independent
Catholic
2005 3.1%
Government
2004 3.2%
2003 4.1%
2002 4.4%
-1.0% 0.0% 1.0% 2.0% 3.0% 4.0% 5.0%
ABS 4221.0 Schools NSSC table 35a, 2011

13. Today’s job market
• Higher unemployment in society (5.2%)
• Higher under-employment (12.4%)
• Increase in fixed term contracts
• Schools’ aversion to performance
management
• Quality people are staying put
• Greater budgetary control by principals
www.abs.gov.au
ABS 6202.0 Labour Force, Australia, 2012

14. Group discussion
• Share with your table:
– What do you like about the school you are
currently working at
– What won’t you miss when you get a job at
another school
– If you are doing CRT work, choose your most or
least favourite school

15. The job application process
Career planning and sourcing jobs
• Personal strengths and attributes; print media and
online; networking
Applying for suitable jobs
• Cover letter, CV, selection criteria
Securing the right job
• 1st and 2nd Interview, try-out, testing

16. CAREER PLANNING & SOURCING
JOBS

17. Career planning
• Consider these factors:
– What am I good at?
– What do I enjoy most?
– What feedback do I get from others?
– What has my career progression been so far?
– Where do I want to be in 5 – 10 years’ time?
– What do I need (to do/have/be) to get there?
– What environment will support the above factors?

18. How is
this
picture
relevant
to this
session?

19. ‘Selling’ your ‘magazine’
• The 1st page of your CV is
PRIME REAL ESTATE
• Your USP is like a Nobel Prize winner on the
cover of Time magazine. Don’t waste it!
• Do you know what your USP is?

20. Knowing your brand
Lifestyle Hopes, drea
ms and
aspirations
Imagination
Liberty
Innovation
regained
Simplicity Passion

21. Knowing your brand
Apple Microsoft

22. Knowing your brand
Coca-Cola Pepsi

23. Knowing your brand
Qantas Virgin

24. Knowing your brand
Collingwood Hawthorn

25. What are you known for?

26. Discussion
• What are the qualities of an exceptional teacher
or school leader?
• Divide into KAVES:
– Knowledge
– Attributes/attitudes
– Values
– Experience
– Skills
• Do these qualities differ according to the role?

27. KAVES examples
Knowledge Attributes Values Experience Skills
Restorative Justice Discipline and Led internal PD on RJ
Calm and empathic Conflict resolution
principles autonomous learning at present school
VCE French Dynamic and Taught Yr 12 French Fluent French
A broad curriculum
curriculum engaging for 3 years speaker
Classroom Every Friday, Period
Organised and Order and Dealing with difficult
management 5, with Year 9 since
consistent punctuality behaviours
strategies Term 1!
Hockey coaching Healthy living and Played Hockey for
ASC Level 2 Hockey
principles for Patient and firm community Victorian Universities
Coach
adolescents participation team

28. Career planning
• Complete worksheet 1: Career planning
– How has this exercise helped you to refine your
application?
– Write down 5 compelling reasons why a high-
performing Victorian Independent school should
short-list you for interview? Provide examples that
back up your claims

29. Sourcing job opportunities
Purpose: To find out about possible opportunities
Where e.g. Pros Cons
Newspaper The Age Most common source of Can miss out – 1 day
independent school jobs only! – or get lost in
the wash
Online SchoolJobs, ISV, Free, convenient (create Not all schools
school websites email job alerts), highly advertise in the same
targeted job search place
method
Networking Days like today! Fun, engaging, common Schools typically
PDs, conferences cause isolated, tends to be at
homogenous level
Teaching Oxford Education They can access roles – They are not working
agency or ANZUK e.g. Term contracts - that for you so there is no
recruiter aren’t advertised and guarantee of work
can offer advice

30. Some online job boards
• Register on a job board; create job alerts
– www.schooljobs.com.au
– www.independentschools.vic.edu.au
– www.education.vic.gov.au
– www.teachers.on.net
– www.emergencyteachers.com.au
– http://web.ceomelb.catholic.edu.au
– www.seek.com.au
– www.mycareer.com.au
– www.tes.co.uk
– www.eteach.com

31. Using a recruitment agency
• The school recruitment landscape is changing
• Use a recruiter to help you find work
– www.oxfordeducation.com.au
– www.twrecruitment.com
– www.smartteachers.co.uk
– www.sanzateaching.com
– www.anzukteachers.com.au
Ask yourself who they are working for and why?

32. Effective networking
• Negative connotation; merit and equity - “It’s
not what you know…”
• Increasingly common in the private sector: Up
to 40% of jobs are not advertised
• Ask yourself ‘Who can help me to get where I
want? Who knows what it’s like?’
• Be strategic in your approach

33. Effective networking
• Complete Worksheet 2: Effective networking
– What is your opinion of this approach?
– Could it work for you?
– Who will you ‘target’ first?
– What else do you need to know?

34. APPLYING FOR SUITABLE JOBS

35. Dispelling some job application myths
True or false?
1. The employer reads the cover letter before reading
the CV
2. The school may receive 30 – 50 applications for some
vacancies
3. It is possible to make an employment decision in less
than 30 seconds
4. Presentation is more important than content
5. Each application receives an equal amount of
consideration
6. Employers are rational, unbiased, unemotional, 100%
reliable professionals who are never tired or stressed

36. Just Dandy – Sunday Age, 1 April
• How can you ensure
you stand out from
the crowd (60
applicants per
position!)?
• In June I received
154 applications for
a receptionist
position! 154!!!

37. Am I suitable for this job?
(or am I wasting my time and theirs?)
• What do they want?
– Similar values
– Subject expert
– Role model
– Value for money! Tried and tested. Minimal risk.
• How can I improve my chances?
– Offer something different. Outline your attributes
explicitly and clearly. Be yourself.

38. Applying for suitable jobs
Purpose: To get short-listed for interview
What Objective Perspective
Cover letter Demonstrate you can write, spell, Personal voice, sense
research the school, structure a of self
coherent and compelling argument
CV (resume) Detail your relevant skills, knowledge Legal document,
and experience. Meet the job objective and
requirements verifiable
Key selection criteria Express your role-specific views Theory and
clearly, provide discussion points for philosophy, backed up
interview with evidence of past
behaviour

39. The cover letter translated
Introduction (2-3 lines):
• This is why I am writing to you and it will be worth your
while.
Body (2 concise paragraphs):
• I can bring the following attributes to the role. My previous
achievements are an indicator of my future potential.
• This is why I would like to work at your school.
• Cite examples.
Conclusion (2-3 lines):
• By now you should want to read my CV if you haven’t
already and you should be dying to meet me.
• I am serious about wanting the job and want to meet you.

40. The cover letter – key points
• Make it specific to the job description
• Refer to the school you are applying to by name
• Address it to the Principal by name e.g. Mr Wilkins
• Give examples of model practice and innovative
teaching styles
• Address all requirements of the selection criteria
• Outline your ambitions & interests
• Keep to 1 page if possible, 2 for leadership
positions

41. Resource
• Refer to Worksheet 3: Cover letter template
• Questions
– Who should you address it to?
– How long should it be?
– What if they require you to address selection
criteria?
• Remember, a good cover letter makes a
connection between what you have to offer
and what the school wants/needs.

42. Applying for jobs: The CV
• Résumé or CV? What’s the difference?
• Almost exclusively sent in soft copy via email
• Employers receive far more than previously
– Worldwide accessibility of websites
– Increasingly international workforce
– Staff shortages
• Trend towards summaries of key points
• Tailored to the role you are applying for

43. What does a great CV look like?
• Answer: How do you like your coffee?
• Know your strengths and lead with them:
Highly qualified? Experienced? Sporty?
Passionate about curriculum?
• The 1st page of your CV is PRIME REAL ESTATE.
It is the cover of Time magazine. It is a Nobel
Prize winner. Don’t waste it!
• Blow your own trumpet funky horn! Banish
bashfulness. Kill or be killed.

44. Your CV: The basics
Do Don’t Depends
Put Résumé or CV at the
Keep to 2 – 4 pages Use minimal colour
top
Give your file a suitable Hyperlink to portfolio
Put your photo
name page
Use fancy fonts and
Keep it ‘clean’ Link with social media
graphics
Keep formatting
consistent: Send in multiple copies
Bullets, fonts, tables and or hard copies
tabs

45. Sections to include
• Personal Details (no need for a heading)
• Personal statement (or Career overview)
• Qualifications (or Education)
• Teaching strengths
(or Key skills/achievements)(optional)
• Employment history (or ‘Professional
experience’)
• Professional development and memberships
• Activities and interests
• Referees (3 max.)

46. CV style guide
• Personal statement
– Strong personal voice; use I and me; convey passion
and enthusiasm
• Key achievements
– Dynamic language; past tense; omit 1st person; convey
objective voice; increase credibility, decrease risk
• Key skills/qualities/competencies
– Dynamic; objective; use strong adjectives to
emphasise nouns (e.g. extensive experience
in, collaborative leadership style etc.)

47. Using dynamic language
• Using the list of dynamic verbs provided, re-
write the following statements:
– I was involved in planning for the NAPLAN
– I am a science coordinator
– I changed the middle school reporting structure
– I sit on the annual open day committee
– I supervise the underwater hockey club
• Now write three of your own dynamic
achievement statements

48. Choosing referees
• Professional
– Your current Principal or Deputy Principal
– Head of Department or Head of Campus
– Previous Principal, DP, HoD or HoC
• Personal
– Seldom required
– Possibly a parent or member of school community
• Check with them first! Confirm contact details

49. Applying for jobs: The KSC
• Key Selection Criteria (KSC) are designed to
assess:
– Content of teaching and learning
– Teaching practice
– Assessment and reporting of student learning
– Interaction with the school community
– Professional requirements

50. Responding to KSC
• 1 page per criterion
• Use paragraphs and bullet points
• 1st paragraph: Re-phrase the criterion and
interpret the theory and its importance
• Main paragraphs: Outline 2 ways in which you
have demonstrated the behaviour/knowledge:
situation – action - outcome
• Final paragraph: How you will apply this

51. Selection Criteria example
“Demonstrate an understanding of how students
learn, effective classroom teaching strategies
and the capacity to work with colleagues to
continually improve teaching and learning.”
• Identify areas to address (3)
• Provide evidence of previous achievement
• Describe what outcomes occurred as a result
• Outline what contribution you will make

52. Selection Criteria response
“Demonstrate an understanding of how students learn, effective
classroom teaching strategies and the capacity to work with
colleagues to continually improve teaching and learning.”
Areas to address Evidence Outcomes Contribution
How students learn
Effective teaching
strategies
Working with
colleagues

53. Summary for written documents
• Be strategic, be sincere, don’t lie
• Make every word count
• Give yourself your best chance
• Spell-cheque, poof-reed, spell-check, proof-
read
• Network in advance
• If you don’t get short-listed, it’s their loss: Try
not to take it personally.

54. SECURING THE
RIGHT JOB

55. Death by interview or chance to shine?
What have been your positive or negative
interview experiences?
What are your biggest concerns or fears about
the interview?
What strategies do you employ to overcome
these?
Are there any differences between interviews
for internal and external applicants?

56. The winning formula
Presentation
• Your appearance, dress, body language, manner
Preparation
• Your knowledge of the school and relevant issues
• Your response to the Key Selection Criteria and
vision for the role
Performance
• How you respond to questions
• Your questions to the panel

57. Performance
The panel wants you to:
• Show off your knowledge and experience
• Demonstrate a passion for teaching
• Display charisma and confidence, be energetic
and enthusiastic
• Be able to relate to others
• Show good self-awareness

58. The Halo Effect
• The phenomenon whereby we assume that
because people are good at doing A they
will be good at doing B, C and D.
• The Effect is highly influenced by first
impressions. If we see a person first in a
good light, it is difficult subsequently to
darken that light.
http://www.economist.com/node/14299211

59. You don’t get a 2nd chance…
• Experimental psychologists at Harvard
discovered that a person's conclusions after
watching a 2-second video clip of a teacher he
has never met are very similar to the
conclusions reached by classroom participants
after an entire semester's exposure.
http://sciencecareers.sciencemag.org/career_magazine/previous_issues/articles/2004_08_20/no
DOI.9998490105442029857

60. …to make a 1st impression
• Judgments made after a 100-ms exposure
correlated highly with judgments made in the
absence of time constraints, suggesting that this
exposure time was sufficient for participants to
form an impression.
• In fact, for all judgments—
attractiveness, likeability, trustworthiness, compe
tence, and aggressiveness—increased exposure
time did not significantly increase the
correlations.
First Impressions: Making Up Your Mind After a 100-Ms Exposure to a Face Psychological Science July 2006 17:
592-598

61. Securing the right job: The interview
• 30 – 60 minutes’ duration
• Panel of 2 – 4 people
• 5 – 8 questions, 5 minutes for each
• Format can include:
– Verbal questions
– Written question sheet/task provided prior
– Presentation on pre-determined topic
– An ‘interview lesson’
– Psych testing

62. 5 basic questions
They want to know You need to show
1. Why are you here? 1. Your journey (career path)
2. What kind of person are 2. Suitability (values, strengths
you? etc.) to perform that role at
their school
3. What can you do for us? 3. Knowledge and capabilities
(technical and interpersonal)
4. What distinguishes you from
the other candidates who 4. Attributes and other
can perform these tasks? qualities
5. What are you looking for? 5. Future plans (PD, career) and
potential contribution
What color is your parachute, Richard Bolles
(p. 287, 2006 edition) (school, role, other)

63. Interview questions - Type
Three types of question:
• Behavioural
– E.g. Tell us about a difficult student you have had
to teach and how you turned them around
• Hypothetical
– E.g. What would you do if a parent abused you
after class?
• Open-ended
– E.g. Tell us why you are a good fit for this school

64. How to answer Behavioural questions
“Tell us about a difficult student you have had to teach
and how you turned them around.”
• Outline the situation
– Two years ago I taught yr 9 History and had a student
with Asperger’s Syndrome…
• Explain what action you took
– I consulted the Special Ed. Dept. about his learning
style and the best way to engage him…
• Describe the outcome
– He responded really well, was far less disruptive than
in other subjects and chose to continue History in Year
10

65. How to answer Hypothetical questions
“What would you do if a parent abused you after class?”
• Identify the issues
– Clearly the issues here are of security, safety and due
process…
• Outline alternative strategies
– I am aware that at this school Heads of Houses are
primarily responsible for dealing with parents in the
first instance…
• Determine a course of action
– On balance, I would suggest that the parent and I
discuss the matter with …

66. How to answer open-ended questions
e.g. “Tell us about your approach to
teaching.” or “Tell us why you applied for
this position.”
Two methods:
1. The Ripple effect answer
OR
2. The Politician’s ‘3-point core message’

67. The Ripple Effect answer
Impact on the
community Demonstrate how
your qualities and
Impact on the attributes will
school
impact on a
significant cross-
Impact on the
students section of the
school
community
Your KAVES

68. Ripple Effect answer - example
“Tell us about your approach to teaching.”
My approach to teaching is simple: I aim to create a
secure learning environment where students can be
themselves and feel valued and respected.
I find that this enables them to participate more openly
in discussions and activities and facilitates greater
learning, which in turn inspires in them a love of the
subject.
Over the past three years, our elective enrolments in
this subject have increased by 45%, which I think is a
direct result of this shift in environment.

69. The Politician’s ‘3-point core message’
If you listen closely to politicians’ responses, they often break
their answer into three parts:
1. Area of most impact
2. Scope of impact
3. Additional factors and consequences
You can do something similar, perhaps focusing on three distinct
areas of your teaching: Academic, pastoral care and extra-
curricular involvement.
OEQs are a chance to demonstrate and elaborate on your USP
(your brand).

70. OEQ: Example
“Tell us about your approach to assessment and reporting.”
Key message: I assisted in the implementation of a
continuous feedback cycle at my present school. In fact, I
am a gun! There are three key points about this process…
1st point: Open and direct communication is paramount
2nd point: Feedback must be timely and specific
3rd point: Creation of common and realistic goals underpins
the cycle
Conclusion: The system works well. Staff are happy. Parents
love it and students respond well to it.

71. Some common OEQs
• What interests you about this position?
• What qualities do you have that will make you
successful in this role?
• How would your colleagues/students describe
you?
• What do you know about our school and what
would you say its strengths and weaknesses are?
• What PD would you need to undertake to carry
out all aspects of this role effectively?

72. Interview questions - Teacher
Questions will seek to evaluate your:
• Knowledge of teaching and learning theory
• Behaviour management capabilities
• Future plans (PD, career)
• Potential contribution to the school
• Ability to deal with conflict
• Ability to work in a team

73. Interview questions - ESS
Questions will seek to evaluate your:
• Expertise and experience
• Capacity to work independently and in a team
• Work style: quiet, gregarious, efficient etc.
• Reliability, punctuality and other attributes
• Future plans and motivations (PD, career)

74. Securing the right job: The interview
• Preparation
– Research and rehearse
• Stress less
– Be punctual, prepared and well-presented
• Dress not distract
– Appropriate attire, nothing distracting (loud
ties, fancy jewellery, too much bare skin)
• Positive body language
– Hand shake, eye contact, posture and position

75. Interview preparation - research
• What do you know about the school?
– School and MySchool websites
– Prospectus, annual report etc.
– Colleagues, network
– Parents and students?
• What do you know about the interview panel?
• What issues are topical?
• What 4 key points about you do you want to
convey?

76. Example: Head of Senior School
Key selection criteria
• Exemplary leadership and management skills
• A knowledge of contemporary pedagogy and student
wellbeing practices
• A commitment to student and staff wellbeing
• The ability to innovate, develop and implement
programs which meet students’ needs.
• A high level of interpersonal and communication
skills, including the ability to build trusting and
effective relationships with parents, students and staff
• A high level of organisational, planning, analytical and
strategic thinking skills

77. Planning your responses
Selection criteria Statement Examples
e.g. Exemplary leadership Essential for school to Assisted in developing new
and management skills innovate and perform leadership structure
e.g. Commitment to Happy environment leads Implemented anti-bullying
student and staff well- to better outcomes policy
being
e.g. Ability to motive staff Led 6 House staff
members
e.g. High level of strategic Key member of Senior
thinking skills Leadership Council
Etc.

78. Tips to stress less
• Plan your day well in advance
• Allow double the travel time
• Aim to arrive 15 minutes early
• Bring any prompts and other material
• Find a quiet corner (in the car?)and breathe
deeply with your eyes closed
• Accept a glass of water if offered

79. What should I wear?
• Dress professionally for success!
• Find out the dress code of the school
• Save your Mickey Mouse tie/socks for another
occasion!
• No dangly earrings or plunging necklines
• Polish your shoes, cover tattoos and piercings
• Forget the heavy scent and make-up
• Ask someone’s opinion

80. Projecting positive body language
• Make good, confident eye contact often
• Extend your hand; offer a firm handshake
• Smile
• Sit upright, face the interviewer
• Listen carefully; paraphrase to demonstrate
understanding
• Try to project confidence: important for
classroom management
• Be yourself!

81. Interview practice
• Complete your interview preparation on the
first page of the sheet provided
• Choose a partner and exchange sheets
• Conduct a 10 minute interview for each
person
• Provide feedback on your partner’s body
language and response to questions – be
honest, otherwise you are wasting their time!

82. Conclusions
• Practice makes perfect
• Quality overrides quantity
• Applying for jobs is an exercise in selling
– Know what you are selling
– Ensure it is what people want
• Interviews are merely conversations with a
consequence
• If in doubt, ask someone for help

83. To download this presentation
register at www.schooljobs.com.au
For more information about
Steve Whittington see
www.oxfordeducation.com.au