Education Week - October 11, 2017 - 19
TOP SCHOOL JOBS's CAREER CORNER BLOG
Knowledge and Skills Emphasized on a Résumé and
Last week I highlighted some basic elements for résumés and interviews as one pursues a teaching career.
This week I will drill down a bit into some specific
knowledge and skills districts seek as they look to hire
the very best teachers.
State of Illinois administrative license requirements
Such other qualifications as the Board and
Superintendent find appropriate.
Reports to: Superintendent
Supervises: All staff
Matteson School District 162 is seeking outstanding,
dynamic, innovative, experienced elementary school
principals who will provide the vision and leadership
required to create an educational environment where
all students can achieve at high levels of academic
performance. The candidates for these positions must
be articulate, well-organized and very knowledgeable
about school curriculum, instruction, staff development
and staff evaluation. The elementary school principal
position requires a dynamic communicator who
possesses excellent administrative skills and models
high standards of integrity and performance.
Matteson School District 162 is dedicated to educating
and inspiring students to reach their highest potential
and to prepare them to be successful in their future
schooling as they prepare for careers in the 21st century
global economy. Matteson SD 162 has a student
population of approximately 3000 students housed in
seven schools. The district is located approximately 15
miles south of Chicago.
Candidates for the principal position must have:
A highly successful track record as an instructional leader
A proven track record of high student achievement
Experience as a primary, intermediate and/or
middle school assistant principal/principal
Excellent organizational, communication, public
relations and interpersonal skills
A high level of understanding and extensive experience
with data-driven and standards-based instruction
An in-depth knowledge of special education rules
and regulations for compliance
Experience in the evaluation of the curriculum and
Excellent verbal and written communication skills
Experience in developing a strong school culture
A proven track record of maintaining high student
attendance and discipline
Expertise in evaluating staff instructional skills and
Excellent technology skills
Ability to mentor and develop staff
Proven experience in
Ability to interact successfully with staff, parents,
board members and community
High moral and ethical standards
Experience in leading professional development programs
Please apply online at www.sd162.org or send résumés
to: 4601 Sauk Trail Richton Park, Illinois 60471
Salary/Benefits: Competitive salary with full benefits.
1. Infusion of Technology Into Teaching and Learning: Just because teacher candidates have an iPhone
and know how to send text messages as well as navigate Facebook, doesn't prove they know how to
thoughtfully incorporate technology into the classroom.
Teachers are expected to have these skills or at least
be excited to learn these skills. They need to be prepared for classrooms where connectedness and instant
content is made easily available through technology.
With students able to quickly find rich content from
their own smart phones or district provided tablets,
teachers need to embrace a different role and function
as they assist students in making "context out of content" as opposed to being the "sage on the stage"
which most likely was the model they experienced in
their own education. "Project based learning" and
"flipped classrooms" are but two examples of changing
instruction by infusing technology to make learning
Tip: Résumés should reflect multiple examples, if possible, of projects where students have used technology
in thoughtful and creative ways to enhance their learning. Incorporating a link to a video or other work samples would be a nice 21st Century touch on a résumé.
2. Understanding and Acceptance of Content Standards: Whether or not your state has adopted Common Core, the reality is that all states will have some
sort of standard content to be taught and measured.
While a new teacher is not expected to know every
standard, districts will be looking to hire teachers who
embrace standardization and who are not threatened
by this reality. Attending to common standards does
not mean that every teacher teaches every lesson the
same. Rather, teachers may choose different paths
using their own creativity, but with an understanding
that all students will have acquired information to the
same standard of proficiency regardless of the teacher
they are assigned.
Tip: Teacher candidates would be well served to become extremely knowledgeable of the standards and to
reference in their résumés and interviews how they utilized this knowledge as a student teacher. Districts
love candidates who not only accept the reality of
some common expectation, but who truly believe in the
need to have some common learning for all students,
regardless of their background.
3. Data Driven Instruction: Teachers are now expected to examine testing data carefully and to modify
instruction accordingly. In most school districts teachers are provided a rich digital feedback loop, which allows teachers to assess student learning and to monitor and adjust instruction on a constant basis. This
feedback loop also allows parents and students to better monitor progress.
Tip: Prospective teachers would be extremely wise to
show examples of how they have used data to modify
instruction and/or to better meet the needs of specific
students. Bringing parents into the circle of knowledge needs to be viewed as a positive element and
not a burden.
4. Diverse Students: School districts are eager to hire
teachers who have experience (or at least a desire) to
work with students of diverse backgrounds and/or special needs, including students of poverty, gifted, culturally diverse, English language learners, and special
education students. To the extent that candidates can
demonstrate successful experience working with these
students, they will have a huge advantage as they seek
employment, especially in the public sector.
Tip: Seek out opportunities to work with students of
special needs as a volunteer and/or while student
teaching. Incorporate this experience into your résumé
and interview. Acknowledge the positive elements of
bringing students of different needs together into a
learning, caring and accepting environment.
5. Classroom Management: The single most common reason for teachers to leave the profession, either by their choice or their employer, has to do with
issues of classroom management. Teacher candidates would be well served to reference in interviews
and on their résumé periods of time in which they had
full responsibility for successful classroom instruction
Tip: Teacher candidates need to bring forward in their
interview and résumé to the extent possible their understanding of the interconnectedness of the "three
R's"----rigor, relationships, and relevance as a major
factor in classroom control, student engagement and
motivation. These three factors are far more significant
in terms of classroom management than or any specific
or canned management or discipline program.
To read more posts, visit http://blogs.edweek.org/topschooljobs/careers/.
The opinions expressed are strictly those of the author and do not reflect the opinions or endorsement of Editorial Projects in Education.
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EDUCATION WEEK | October 11, 2017 | www.topschooljobs.org | 19