You’ve decided to move on. Perhaps your training school has no place for you. Perhaps you’re looking something that’s a better fit for you. Perhaps you have one or two years under your belt and have seen an opportunity that’s too good to miss. At any rate, it’s time for you to convince this new school of the fact that they will be better off for giving you a job.
Step 1: The application form
No amount of knowledge and excellence will be good enough if you can’t convince on paper. Teachers are fantastic at self-deprecation but when it comes to talking about our successes, abilities, and qualities we can be as lacking in the necessary skills as the students we teach.
As a headteacher I see lots of application forms and, occasionally, I despair at some things that prospective candidates write down. Some things, you would think, are pretty obvious:
- Do not cut and paste from a previous application (especially if you can’t be bothered proof-reading) – it’s too easy to make a mistake.
- Do your research so you know in-depth the school you’re applying to and can tailor your words accordingly.
- If you have a dodgy email address (e.g. sithlord2@... or harpysealpuppylove@...) then set up a new account.
- Get the basics such as education and qualifications right and remember to include your teaching qualification. I have rejected applicants who don’t seem to deem it important.
- And you must have two referees. If one of these is not your current headteacher it will raise questions so be ready to justify this.
The personal statement is your chance to wax lyrical about your qualities and experience. Make sure this is aimed at the specific job description and includes knowledge of the school you are applying for.
The impact of your teaching on your students is the most important thing followed by items such as your receptiveness to innovative methods and how keen you are to look outwards beyond your school for effective practice.
Finally, remember to check your application before submitting. There are very few excuses, in the world of spell check, for incorrectly spelt words or poor punctuation – inconsistent use of capitals and inappropriate use of semi-colons and colons all show a poor attention to detail while incorrect apostrophes in words such as 1970’s will most likely cause (ir)rational anger in the reader you are trying to impress. Not everything has to be in bullet points or lists and writing in capital letters will just look as if you are really annoyed.
Step 2: The school visit
Your application has got you noticed, and an interview date has been set. To improve your chances of getting through the door on a permanent basis, contact the school and, if you live close enough, ask to come in for a visit.
If you can’t visit at least phone with some pertinent questions. It puts your name in the mind of those who you would like to offer you a job and will also help you decide if this is the school for you.
Once at the school be unfailingly polite to everyone – the office staff will soon tell anyone they can find if you are dismissive or rude. Inherently curious students will informally feedback to staff on how friendly you are. There will also be members of your prospective and other departments who may be asked for first impressions.
Even though you are there to ask questions and soak up the ethos, it is important to have done some research already. There is little point asking your host about exam results or levels of deprivation in the surrounding community if this is information readily available online.
By consulting the available documents beforehand you can tailor your questions to ask for elaboration rather than the basic facts. Do not use the visit as an opportunity to tell the headteacher what a great job they are doing and how well the school is moving on under their leadership – sycophancy is rarely viewed as a virtue.
Always remember that, although you are there to create a good impression, the school also needs to impress you. Make sure you feel comfortable and try to imagine yourself in the classroom (and the staffroom). You could be there for many years, so it is important that it fits your style and your ethos.
Step 3: The lesson
Now you know a bit about the school (and they know a bit more about you) get down to the serious business of preparing for the interview process. In some schools this may consist of just a straightforward interview but in others it may be a bit more complex.
In my school we have a student discussion with a set of random questions and an observed lesson – we would never employ anyone who hasn’t shown us that they can teach.
For the latter, above all make sure that the students make progress and that this progress is evident. You can try to impress with complex ICT but, if it doesn’t work, you need a swift back-up. The lesson is very important. We don’t always employ the best interviewee – we don’t want somebody who can talk, we need somebody who can teach.
Step 4: The formal interview
After the lesson is done and dusted, you are still on show and heading for the formal interview. Hopefully the panel will be friendly and try to put you at your ease. If they don’t, I’d be asking questions about whether I would really want to work in such a school.
The first question will probably be either why you want the job or what skills and abilities make you right for the role. As a classroom teacher one of the most important things is that your passion for the subject comes through. Why is geography the single most important thing children can learn? You need to be able to show how you will enthuse students and motivate them to do well.
A question about your next steps in professional development may also be included. Unless you are asked specifically, do not mention how you are hoping to improve your classroom management techniques or how to deal with behaviour issues. If you mention it, the panel will assume this is a weak spot and that could be the end of the road. Instead, choose something related to raising attainment, formative assessment or measuring impact. Something safe, yet impressive.
Finally, the formal bit is over. Now you are asked if you have any questions for the panel. You need something up your sleeve that shows how important it is for the school to employ you.
Sell your extra-curricular credentials (asking about opportunities to become involved in Duke of Edinburgh, for instance), sell your passion for this type of school, or sell the panel their own school back to them (“I’ve noticed how your students and staff really embody your values – I’m wondering what you do to instil them in the whole school community.”)
And don’t forget – as you leave the room you are still being watched. If you have talked at length about how showing respect is all important to you, don’t blow it all with an off-the-cuff comment to the janitor as you are on the way out the door.
- John Rutter is headteacher of Inverness High School. Find his previous SecEd articles via https://bit.ly/3BuSmWr