the education job search toolkit
TRANSCRIPT
Produced by the Murdoch Careers and Employment Centre
Bush Court,
South Street Campus
(08) 9360 2596
www.careers.murdoch.edu.au
EDUCATION JOB SEARCH TOOL KIT
JOB SEARCH TOOLKIT
(08) 93602596 | [email protected] | careers.murdoch.edu.au
Page 1
CONTENTS HOW TO WRITE: RESUMES .................................................................................................................................. 2
HOW TO WRITE: COVER LETTERS ..................................................................................................................... 5
HOW TO ADDRESS: SELECTION CRITERIA ..................................................................................................... 7
SUCCESSFUL INTERVIEWS .................................................................................................................................. 10
HOW TO USE: LINKEDIN ....................................................................................................................................... 13
USEFUL LINKS ........................................................................................................................................................... 16
Additional Resources, details on Job Search Workshops / Presentations and Student /
Graduate opportunities in industry can be found on CareerConnect.
Register now:
www.careerconnect.murdoch.edu.au
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HOW TO WRITE:
RESUMES Your resume is a marketing tool (not a form). Sell yourself!
If you are applying for the W.A. Dept. of Education Graduate Pool, you need to provide a resume that
highlights your strengths, details key experiences and sets you apart. It is difficult to tailor your resume to
a specific school in this process, so it is important to include a range of relevant skill sets and experiences.
The W.A. Dept. of Education recommends limiting your resume to no more than four pages and using font
size 11 as a minimum, with margins of at least 1cm. Also, when applying on-line via the jobs.wa.gov.au
website, your resume should be saved in Word, PDF, JPEG or GIF formal only (not Publisher, ZIP or
password protected files). Furthermore, there is a size restriction of 2MB per attachment. The following is
recommended to be included in your resume:
NAME and CONTACT DETAILS: No heading required, just your preferred first and last names (enlarged),
followed by address, mobile contact number, email address. Also include relevant clearances and
registration numbers at the top of your resume.
e.g. DAVID SPANDRELL 101 Discovery Way, Murdoch 6150 I Tel 0800 123 456 I E: [email protected]
Working with Children Check I Senior First Aid I WA Education Dept. e-number:
PROFILE STATEMENT / SUMMARY: This is your chance to clearly outline what you OFFER, not what you are
looking for. It should be two to three sentences long or use dot points highlighting: your status and what
you have to offer (e.g. school years qualified to teach, strength areas, relevant/related experiences
(including outside of the classroom) and skills you are keen to further develop or goals you are currently
working towards).
e.g. 1
A well rounded final year Early Childhood / Primary Education student with recent Pre-Primary experience.
Demonstrated capacity to successfully facilitate after-school and vacation activity programs and community
fundraising initiatives. Strong interpersonal skills developed through volunteer mentoring through the AIME
programme. Passionate about learning opportunities for all.
e.g. 2
Qualified Secondary Education Teacher with a background in Media and Creative Writing. Experienced in events
coordination, project management and writing for the web. Proven skills in behaviour management techniques,
curriculum design, student motivation and e-learning implementation. Keen to further my technology skills and
integrating e-learning into the classroom.
SKILLS: Skills can be listed in a separate SKILLS section or under specific placements in the RELEVANT
EXPERIENCE section. You MUST provide supporting examples or achievements to demonstrate your skill
set.
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Typical skill sets include:
Curriculum Design
Communication (Written and Verbal – including proficiency in languages)
Individualised Education Planning / Student Centred Learning
I.T. skills / Technology Integration
Mediation and Negotiation
Project Management
Team Teaching
e.g.1
Curriculum Design - Researched, wrote and implemented an Anti-Bullying Program targeted for year 6 students. This
resulted in the School Principal advocating for future funding to ensure program continuation. Cited for “Best
Practice Award” by the Community Schools Association.
e.g.2
Student Centred Learning - Actively supported teaching professionals on effective work strategies with Special
Needs students, maintaining a strong focus on learners with Attention Deficit Disorders.
EDUCATION AND ADDITIONAL TRAINING: These need to be listed in reverse chronological order with your
most recent qualification first. Write qualifications in full – not “Ed. Degree” for instance. Include
(expected) completion date and institution. You may wish to list relevant units to demonstrate academic
strengths or overall average if you performed well academically (including any academic awards). Include
any related Professional Development training / Industry Certificates as a sub-heading.
e.g.
EDUCATION
Bachelor of Education (Primary Teaching)
Murdoch University expected completion 20??
(Distinction Average)
Diploma of Management
Challenger Institute of Technology (20??)
Certificate III in Children’s Services
Challenger Institute of Technology (20??)
Additional Professional Development / Training:
Effective Leadership and Presentation Skills
Job Services Australia (20??)
Advanced Microsoft Office
Job Services Australia (20??)
RELEVANT EXPERIENCE: Start from your most recent teaching related experience first (in reverse
chronological order). e.g. Practicums/Internships, work experience related to education, industry related
projects etc.. Include any Achievements for each and limit list of duties for each to a max. of five.
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e.g.
Student Teacher (8 week Internship) Spearwood Primary School May to April 20??
Key Achievements:
OTHER EMPLOYMENT / EXPERIENCE: In a similar format to your relevant skills, this section lists details of
unrelated on-the-job experiences such as ‘Cashier’ at a supermarket. This experience is important to
mention as it demonstrates transferrable skills such as interpersonal skills, organisational skills and
customer service etc., but keep it brief!
PROFESSIONAL AFFILIATIONS / MEMBERSHIPS: List professional affiliations and student clubs/societies
(e.g. SPEC). Committee membership is also important to include.
REFEREES: The W.A. Dept. of Education ask for two referees. Make sure you request the permission of your
chosen referees and keep them up to date on the positions you are applying for. List the names, job title,
company name, phone number(s) and email contact details ( you can include an Academic if you are stuck
for employment contacts).
If no particular job is advertised and you are cold canvassing for relief or casual employment, stating that
“Referees are available upon request” in this section is adequate.
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HOW TO WRITE:
COVER LETTERS If you are applying for the W.A. Dept. of Education Graduate Pool, you only need to provide a short, one-
page cover letter that details your key experiences relevant to your profession and highlights any academic
or professional achievements. Market yourself as best you can – you have a lot of competition!
Alternatively if you are applying directly to a school, it is important to research the school, make contact
with administration and find out some of the issues and speciality areas at the school to ensure that you
customise or tailor your cover letter accordingly. Your cover letter should:
express your motivation and excitement at the prospect of working at the school;
communicate how well you would fit in and perform at the school;
promote your strengths and demonstrate how you could added value.
You should also incorporate the Professional Standards for Teachers in WA into the cover letter, providing
concrete examples of your ability to address each standard for Graduate Teachers. Namely:
Professional Knowledge
1.Know students and how they learn
2.Know the content and how to teach it
Professional Practice
3.Plan for and implement effective teaching and learning
4.Create and maintain supportive and safe learning environments
5. Assess, provide feedback and report on student learning
Professional Engagement
6. Engage in professional learning
7. Engage professionally with colleagues, parents/carers and the community
Refer to the “How to Address Selection Criteria” section on page 7 for details on addressing each of the
above or any other specified criteria for specific advertised vacancies
Cover Letter Checklist:
Use professional business format (left justified).
Ensure there are no spelling or grammatical errors.
Make sure you know who to address your application to – get the Principal’s name right!
Keep the letter to one page in length (unless you are applying directly to a school and have
addressed key Selection Criteria or AITSL standards within the letter).
Use a standard font type / a size that is easy to read.
Be creative with the opening of each paragraph so that you are not always beginning with “I”.
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GENERAL COVER LETTER FORMAT
Full name of person to whom letter is addressed
Job title
School / W.A. Dept. of Education
Postal Address
Date (in full)
Dear Mr/Ms/Mrs X
Re: Position title and quote reference number if there is one (in bold)
Paragraph 1: Why are you writing? How did you find out about the position? If an unsolicited letter, what
you are seeking.
Paragraph 2:
If applying for the Graduate Recruitment Pool – what you have to offer (special achievements or
experiences that set you apart.
If applying directly to a school – detail what you know about the school and what appeals to you about
working in the school. (Research the school - its values / speciality areas / demographic of the student
population etc.). Highlight any relevant successes or experiences that may set you apart from other
candidates/students and incorporate the AITSL standards with specific examples (refer to “How to
Address Selection Criteria” on the next page for further details).
Paragraph 4: Mention you would be appreciative for the opportunity to discuss your application further.
Clarify how you can be contacted for further information (include your contact number / email address).
If you are submitting an unsolicited letter, specify a time period when you will follow up (say 1-2 weeks).
Close with “Yours sincerely” or “Warm regards”
Your first and last name
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HOW TO ADDRESS:
SELECTION CRITERIA Selection criteria are typically requested by employers to ensure applicants have the qualifications, skills,
attributes and knowledge required to successfully achieve the desired results for the available position.
Addressing selection criteria is the most important aspect of your application. Your ability to successfully
identify, understand and respond in full to each criterion will affect your chances of being short listed for
an interview. In addition, well-structured answers to the selection criteria will be beneficial should you be
invited to attend an interview, as questions asked from the interviewer/s are often based around the
selection criteria.
Answering selection criteria is time consuming but is often a necessary part of the job application and once
you have done it once, you can use similar content for future applications. There are several components
to keep in mind when addressing the selection criteria outlined below.
o Be mindful that some advertisements may require you to address the selection criteria
within your Cover Letter or separately (FOLLOW ALL APPLICATION INSTRUCTIONS – IT IS
IMPORTANT TO RESPECT THE PROCESS TO ENSURE YOUR APPLICATION IS CONSIDERED).
o Address each criterion separately. To ensure clarity on which criterion you are answering, it
is a good idea to write the criterion (word for word) at the top of each response.
o If the advert suggests that you do not exceed two pages (for example) when addressing the
criteria, ensure you are able to address each criterion within the space limitations provided.
o Some advertisements may list essential criteria and desirable criteria. Whilst the essential
criteria are the core competencies the employer is looking for, the desirable criteria are just
that – desirable. It is important to address BOTH the essential and the desirable criteria as
applicants who successfully answer all the criteria will usually be preferred over those who
focus only on the essential criteria, if the competition is tough.
When addressing the selection criteria remember the following:
o Clearly state how your skills, knowledge and attributes match the requirements for the
position being advertised.
o Provide evidence describing how your skills, knowledge and attributes have been developed
or applied using detailed examples from your studies and other activities such as relevant
volunteer work, community engagement activities, involvement with university clubs and
societies.
o Offer clear and relevant examples to support your statements to illustrate your ability to
meet the criteria. Vague or unambiguous answers will not influence an employer to arrange
an interview.
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o Select a range of experiences to promote your skills, attributes and experiences to describe
your qualities and use recent and motivating examples. Specific, real life examples usually
have a positive impact with employers because it gives them the opportunity to learn more
about you, instead of what you think they would like to hear from you.
o When outlining specific examples to demonstrate your skills, attributes and knowledge it
can be helpful to use the STAR method:
SITUATION – Provide a brief outline of the setting (e.g. at University, part-time work-place)
TASK – Outline what you did or the challenge you faced
ACTION – Describe (using action words) how you went about completing the task
RESULT – What was the result? How was it measured/acknowledged? What did you learn from the
experience?
Alternatively when “knowledge of..” or understanding of ..” is required, detail how or
where you acquired that knowledge and/or provide a link to demonstrate that you
know where to access relevant information.
Tip: If you feel you don’t have that particular experience but feel you have done something
similar, then explain that. To get a better idea on key words and phrases to use in your
selection criteria, see the handout on “Action Words” (for Resumes, Cover Letters and
Selection Criteria). Never leave a criterion blank or state that you don’t meet it.
Examples of common selection criteria (remember: the AITSL standards can also be part of the selection criteria for Teaching roles):
Communication skills (both oral and written).
Teamwork skills (including an understanding of team dynamics).
Problem Solving skills.
Leadership and Influencing skills.
Research and Analytical skills
Project Co-ordination/Management
Information Technology / Computing skills
Adaptability
Initiative
Sample Selection Criteria response: DO NOT COPY. To be used for ideas to create your own.
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Demonstrated ability to work as an effective team member and the potential to lead work teams.
I love working in a team environment and thoroughly enjoy a collaborative approach to delivering effective
outcomes. I am a people focused person and have often demonstrated my skills through facilitating good
communication between various teams in a variety of education related settings.
At the YMCA Holiday Camp School where I was employed for over three years, I was an integral member of
our team of 10 staff. My role as Instructor was to deal directly with school groups (both teachers and
students) and create a positive flow of communication between our staff and the visiting school. I was
regularly commended by my supervisor for the good rapport I developed with school contacts and the way
I supported other members of staff in ensuring the children had a fun and enjoyable experience.
I am also currently an Assistant Manager of a local restaurant. I have stepped up on two separate
occasions to act as interim Manager. This opportunity offered an invaluable and insightful leadership
experience and also made me more appreciative of the importance of fostering good team work. I did this
by actively valuing the work of and developing appreciation between the various staff, drawing on their
strengths and getting to know them as people. I was then able to have honest conversations about
workloads etc. to ensure support was given and responsibilities shared when needed. I have always led by
example and in managing a small team, spend time working alongside all of the restaurant staff. I have
been commended for my management style and collaborative approach by the owner of the restaurant on
more than one occasion.
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SUCCESSFUL
INTERVIEWS Interviews are a competitive business. If you have been shortlisted, congratulations on a well written application. The task now is to impress the employer face to face. Preparation is the key!
Interview settings can vary from the number of people on the panel to the circumstances in which an
interview is conducted, such as face to face or over the phone. Typically, an interview comprises of the
following stages:
Introduction / Icebreakers
Evidence Collecting - behavioural based questions, career oriented questions, self-awareness
questions
Interviewee questions – your opportunity to ask the employer questions – make sure you have
some questions ready
Interview Outcomes - the successful candidate is offered the position after referee checks.
REMEMBER: Employers are looking for specific Attributes, Behaviours, Experiences, Knowledge and Skill
Sets considered necessary or desirable for the advertised position. Essentially they want to know:
Do you have the ability to do the job? (How suitable is your knowledge base, skills and experience?)
How motivated are you to teach or be part of the school community in question?
How well will you fit into the school environment?
PREPARATION TIPS
If applying directly to a school, revisit the job advertisement (or similar job advertisements) - focus on your
personal qualities and the acquired skills required to perform the teaching position well. This will help you
anticipate some possible questions. Don’t underestimate what you have learnt as a student, part-time
employee or volunteer etc..
Research the School (if you are applying directly to a particular school) – understanding the culture and
values of the school will give you some ideas on how you can add value.
Confirm the interview details and ask for the names of the interviewer(s) – this will make it easier to
remember names on the day. You could also view interviewers LinkedIn profile(s) to get some further
background information (provided they have one).
Practice your responses to possible questions – use a mirror, friend or family member, or a Career
Development Advisor (via appointment).
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Prepare some insightful questions to ask at the concluding stage of your interview – this shows that you
have thought about the role and would like some more information.
ON THE DAY
Plan your route and parking to arrive early. Remember to turn your phone to silent, remove sunglasses
and take some deep breaths whilst you wait. Self-talk strategies such as “I am now a qualified teacher with
some useful IT skills and have had good feedback from supervisors when on prac – I can do this!” can also
be useful. Be nice to the receptionist or anyone you encounter before the interview (you don’t know what
influence they may have!)
Dress for success – clean, comfortable, neat and tidy with a professional/conservative appearance will
indicate that you are an organised person and keen for the position. Avoid too much jewellery,
perfume/aftershave and cover any ink!
Be mindful of your body language.
Smile often.
Give a confident handshake and wait to be seated.
Look the interviewer(s) in the eye when responding to questions. If there are multiple interviewers,
include them.
Don’t slouch or fidget and keep your hands away from your face.
Try to demonstrate confidence, knowing that you’ve already been selected as a strong candidate on
paper.
Consider what you say.
Speak clearly and be specific (look out for “umms” and colloquialisms/slang)
Be prepared to talk about your learning experiences from previous successes and failures – this
indicates your commitment to self-improvement.
If you get stuck or freeze up, ask for the question to be repeated, or revisited later in the interview
– when answering, try to be direct or provide a response that reflects your ability to learn and
adapt quickly.
TYPICAL INTERVIEW QUESTIONS
Interview questions can usually be identified as ‘Behavioural Based’, ‘Career Orientated’ or ‘Self
Awareness’ Questions.
Behavioural Based Questions – require you to provide examples of past behaviour with the aim of
predicting future behaviours
Tell me about a situation in which you had to deal with a difficult parent. What did you do to
handle the issue and what was the result?
Describe a situation where you stepped up within a team in order to achieve results. What were
your actions?
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Tell me about a time you checked on the status of an important project, task or assignment and
discovered it was being done incorrectly. What did you do and what was the result?
It can be useful to adopt the “STAR” method when answering Behavioural Questions:
Situation - Offer background information to provide the context
Task - Outline what was required of you
Action - Describe the steps you took to handle the situation
Result – Explain what you achieved and how your actions affected the outcome of the situation. Always be
positive and describe what you learnt from the experience.
Career Orientated Questions – these are asking you to look to the future
What do you hope to achieve in your first year at our school?
Where do you see yourself in five years from now?
Describe your definition of an effective Teacher.
Why did you initially choose to study Education?
Self-Awareness Questions – these will get you to reflect upon your abilities and attributes as well as areas
for improvement
What is your greatest strength?
Describe a weakness in the way you operate and identify how you would go about changing this?
Why would we employ you over other graduate Teachers?
FINAL TIPS
Follow up with a brief thankyou email to the interviewer (or at least one of the interview panel),
highlighting your interest, adding anything you had forgotten to mention and thanking them again
for their time.
If unsuccessful, seek feedback on your performance post interview. Try and obtain specific
feedback about how you presented and areas for improvement.
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HOW TO USE: LINKEDIN LinkedIn is a useful professional networking site that can help promote your “brand” and improve your
employment prospects. It is a useful way to showcase your strengths as you can up-load images and other
examples of your work to your LinkedIn profile for prospective employers to view. It is therefore important
to get your Profile right BEFORE engaging with others or joining groups on LinkedIn.
Include a quality photo (your profile will get more views with a photo) – include a single head shot with a
plain background, dress smartly and smile!
NO YES
Tailor your Profile Headline - AVOID using default Headline which uses most recent part-time job or student status (e.g. Student at Murdoch). Instead highlight your teaching speciality area and a key strength. E.g. “Final Year Primary/Early Education Student Teacher with Special Needs experience”
Make good use of the Summary Section - Develop a Professional Summary Statement or Career Profile. Be concise and confident about your career goals and qualifications. Use keywords that employers often include in job adverts – and repeat key words throughout your profile. Briefly mention internships, volunteer work, and other practical experiences. Present your summary statement in short blocks of text for easy reading. Two to three paragraphs. Dot points work well too. Upload videos, images, documents etc. that showcase examples of your professional competencies. Promote your Education – Include majors and minors and FULL name of your degree. Highlight areas of competence (but do not list ALL your units). Add any short courses or industry certifications. Mention any academic awards etc.. Experience section – Don’t forget to include all your student practicum placements and other experiences whilst at university etc. (even if not paid). Be strategic with “Skills & Endorsements” – list skills relevant to your teaching area. Additional Information - include contact email address. What Next?
Change Privacy Settings - select what others see when you've viewed their profile (consider being “anonymous” – then you can research/search Job Titles etc.).
Update your profile regularly, be active on LinkedIn, invite industry contacts to connect.
Include your LinkedIn profile link on your Resume (allows employers to read more about you).
Check out LinkedIn resources here: www.university.linkedin.com/linkedin-for-students.
“Opportunities do not float like clouds in the sky. They're attached to people. A great reason to network”.
Reid Hoffman – Co-founder of LinkedIn
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TIPS FOR: RELIEF TEACHING The following tips to help prepare early career teachers for relief work within the public sector are courtesy of Helen Dempsey (PhD candidate, Murdoch University). Finding work
Practicum placements during your time at university can serve as useful “work trials” – therefore leave a good impression with all staff you meet on placement in order to be remembered if work becomes available at a later date. (Public school staff you meet on placement may also be willing to fill in the form you need to obtain an e-number (W.A. Education Department employee number) – necessary to be paid. Once you have this number, make it prominent at the TOP of your resume.
Touch base with schools each term to let them know you are still available and interested in work and ask how you may be able to volunteer at schools of particular interest to you. Some schools require teachers to find their own relief so keep in contact with specific teachers you know who may call you for work. Business cards with name, photo and days available for work, can be given to teachers to remind them of who you are.
Join support networks such as Relief Teaching social networks sites (there are several Facebook communities you can join), content area Professional Societies e.g. Science Teachers Association of WA (stawa.net), History Teachers’ Association of WA (www.htawa.org.au), or the Teachers’ Union (SSTUWA).
In preparation for relief work
Primary school teachers - prepare some resources in case work is not left for you. Have a book that you can use for literacy activities, general maths activities (activities which can be modified to suit different age groups are really helpful), some art, drama, music, sport activities which can be used to help fill in a day.
Secondary school teachers - be prepared to teach anything. Work is usually left for you, but do some reading around other content areas, and think about what strategies you can use to assist teaching outside your own content area.
Have extra activities for early finishers.
Your first time at a school
Arrive to school as early as possible so that you can get organised.
Ask for school behaviour management policies, map, timetable, duty areas. Ask another teacher if not sure where to access this information.
Introduce yourself to other teachers working nearby, in case you need some advice or assistance. (Taking the initiative to get to know other staff also leaves a good impression).
In the classroom
Read through the lesson plans. Check the location of all resources. Think about the ‘teaching points’ of the lessons.
Introduce yourself to the students and outline your expectations for the day.
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Learn the names of the students. You can make a seating map to help you remember. Students respond well when you use their names.
Find out student interests as this helps in building relationships.
Managing student behaviour
Know the school policies. What can you do if there is inappropriate behaviour from students? Ask if you are not sure.
Stay calm, be patient, be consistent.
Don’t take things personally. Students often try to push the boundaries, it is not just you.
Let the students know you will be writing a report for their teacher. When writing a report be specific.
In the staffroom
You might be on duty or trying to do some marking but it is important to try and make connections with other teachers. Stepping in to an unknown environment can be difficult, but developing relationships with colleagues can assist in obtaining work and support.
Even if it seems daunting, try to appear confident and introduce yourself to other teachers.
Bring your own cup, you will not have to worry about using someone else’s cup.
If you are not sure where you can sit, let others know who you are, who you are working for that day and ask if it is okay to sit with them.
At the end of the day
Leave the classroom neat and tidy.
Mark any work that has been done during the day, unless requested not to by the teacher.
Give a written report on work the students have completed, any areas where you felt they may need additional teaching, students who worked well, students who were off task, any concerns or comments. Try to be as positive as possible but do not avoid mentioning areas of concern.
Discuss any concerns you have had (particularly regarding behaviour) with either the teacher next door or and administrator (deputy, relief co-ordinator) and ask for feedback about the way you have managed any issues.
Say good bye when you sign off and mention that you have enjoyed being there and look forward to working at the school again.
Reflect on your day, thinking about what worked well and any issues which you encountered. How would you do things differently? Keep records of these reflections for your registration documentation. Keep records of dates and schools to check for payment (sometimes payment may be delayed so it is important to keep accurate records).
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USEFUL LINKS
CareerConnect
Murdoch Careers and Employment Centre Jobs, Events (including Job Search
presentations/workshops) and Resources Portal
www.careerconnect.murdoch.edu.au
W.A. Department of Education
www.det.wa.edu.au
Early Childhood Education - List of 3 year old Kindy programs in Perth
www.buggybuddys.com.au/3_year_old_kindergarten.html
Association of Independent Schools of W.A. (Inc.)
www.ais.wa.edu.au
Catholic Education Office of W.A.
internet.ceo.wa.edu.au
Catholic Ed. 3 year old Kindy programs
internet.ceo.wa.edu.au/OurSchools/EarlyYearsCare/Pages/3yo-Program.aspx
SSTUWA
(registered Industrial Union for Teachers etc. employed by the W.A. Dept. of Education)
www.sstuwa.org.au
Independent Education Union
www.ieuwa.asn.au
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This document was developed, created and produced by the
team at the Careers and Employment Centre.