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

Selling yourself - mindset

• 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

• Guardian jobs on good applications

Selling yourself: pre-interview

BTSA says..

Selling yourself: pre-interview

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;

2) to have identified 3 actions for improvement.