BEST FOOT FORWARD

Stepping into your career in education

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Table of contents

Planning and preparation P4

The education job market P8

How hidden jobs are found P9

Resumes P10

Applying for a job P15

Key Selection Criteria P18

The interview P21

Appendix 1: 250 Action Verbs P30

Appendix 2: Useful Websites P31

Developed by the Independent Education Union Victoria Tasmania (2012), incorporating revisions by Steve Whittington and materials from ‘Managing Your Career’ (2006) reproduced with permission from the NSW/ACT IEU.

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Dear Student Teachers

Congratulations on joining a challenging and rewarding profession. Starting out in education can be daunting, but IEU Victoria Tasmania is here to help you in your career, every step of the way.

Training and Professional Development As a IEU Victoria Tasmania member you have access to extensive, high-quality training and professional development, including the Beginning Teachers conference held at the start of each year, CV writing workshops, classroom management and communication seminars and the ever-popular “PD in the Pub”. The Teacher Learning Network (TLN), a IEU Victoria Tasmania / AEU training provider, also provides ongoing PD throughout the year.

Advice, Support & Insurance We’re also here to lend a helping hand, if you’re having trouble at work. If you need advice, support or representation on a matter to do with your employment, IEU Victoria Tasmania is only a phone call away. We also offer legal liability and professional indemnity insurance to all members, and have a team of legal officers to assist you in any issues that arise.

Be “In-The-Know” The informative and in-depth coverage provided in IEU Victoria Tasmania publications, The Point and Independent Education is available exclusively to members. Additionally, all members receive regular email bulletins on educational and professional matters. For a full list of member benefits, refer to the IEU Victoria Tasmania Member Benefits Booklet, or check the IEU Victoria Tasmania website. This booklet is a handy reference for you as you begin your search for a job. I wish you all the best of luck and look forward to working with you as you get to know the independent sector. Yours in unity Debra James General Secretary

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Planning and preparation

Finding your direction

It is important to understand and to be able to clearly articulate your aspirations and abilities. This will be a great help to you as you kick off your career in education.

Ask yourself the following questions:

Goals

What do I want to achieve through my teaching?

Where do I want to be in 1 / 3 / 5 years’ time?

What do I want to be known for? i.e. What is my ‘brand’?

Abilities

When have I been at my happiest? What was special about this time/

place?

What comes naturally to me?

What do people tell me I’m good at?

What kinds of things do I always put off doing? What do I (instinctively)

prioritise?

Values and attributes

What are my core values?

How do I demonstrate these values in my teaching?

What behaviours are important to me?

How do I role-model these behaviours?

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Skills Audit

How does your teaching measure up to the National Professional Standards? Not everyone has the same strengths or style but it is essential to know what yours are. Use the following scale to rate yourself against the Standards: 5 = strongly agree 4 = agree 3 = neutral 2 = disagree 1 = strongly disagree

4. Professional practice: Create and maintain supportive and safe learning environments

I am confident in my ability to manage challenging student behaviours

My classroom is a safe environment, free of physical, verbal and other threats

I openly support colleagues and students in their teaching and learning

1. Professional knowledge: Know students and how they learn

I have been praised for my ability to relate to students

I know my students’ names after only one class

I could tell you something personal about every student I have taught

My lesson plans and activities cater for a variety of learning styles and abili-

ties

3. Professional practice: Plan for and implement effective teaching and

learning

All students are appropriately engaged and challenged during my lessons

Planning lessons and assessments is one of my strengths

Communication with students is one of my strong points

I regularly implement ICT teaching strategies

2. Professional knowledge: Know the content and how to teach it

I have credible qualifications in each of my subjects

My industry or life experience complements my subject knowledge

I am comfortable teaching my subjects at various year levels

I am confident enough to extend my brightest students

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5. Professional practice: Assess, provide feedback and report on student learning

I provide a range of tasks and activities by which I assess my students’ learning

I make sure I provide constructive feedback to students of all abilities

Students, parents and colleagues always have a clear indication of my students’ performance and ability

6. Professional engagement: Engage in professional learning

I have a good understanding of my strengths and areas for improvement

My style is collaborative and I am keen to learn from colleagues and other sources where possible

I am comfortable when being observed during my teaching

7. Professional engagement: Engage professionally with colleagues, parents/

carers and the community

I generally get along fine with parents, carers, peers and management

Parents generally respect and appreciate my professionalism

I am fully engaged in my profession, through associations, unions or other networks

I have an extensive network of counterparts in other schools and/or subject areas

Choose your three main strengths and provide examples of times when you have demonstrated your ability in these areas: 1._________________________________________________________________

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2._________________________________________________________________

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3._________________________________________________________________

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Using the information you have gathered about yourself from the previous pages –

your goals, abilities and professional standards – write a summary of the attributes

you bring to a potential employer. Avoid ‘motherhood statements’ (e.g. I believe all

students have the right to….) and make it clear what it is that defines you as a

person (goals, abilities, values) and as an outstanding educator.

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The education job market:

getting your foot in the door

All job vacancies in public schools except contract positions of less than 6

months must be advertised. This requirement does not apply to Catholic or

independent schools, and many jobs are made available and then filled without

any advertisement taking place. These “hidden” jobs are usually filled by

candidates who either have some previous association with the school, or who

have actively approached the school or agency regarding employment.

There are many ways to source and secure a teaching job, some of which have a

greater chance of success than others. To be really effective, your job-hunting

strategy should include all of the following:

‘Hidden’ jobs Advertised jobs

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Networking

Schools in which you completed your teaching placement: Give them a call

and let them know you’re now looking for an ongoing role. Ask your mentor or

supervisor to connect you with counterparts in other neighbouring schools.

Schools you attended: Get in touch with your favourite teacher and ask them

to connect you with the Head of Department, Principal or Deputy. Aim to meet

people face-to-face in order to create a good impression.

Schools in your area: Find a way to introduce yourself to decision-makers and

give them a hard copy of your CV. Follow up with an email and a soft copy.

Target particular schools: List those in which you are interested and whose

strengths and values match your own. In each of the above instances you

could ask the school to list you on their CRT database or find out which

teaching agency they use for this purpose.

Peers, former colleagues, Principals on LinkedIn: People are still exploring

how best to use social media and online networking. Create a profile and

expand your network. Ask for recommendations and referrals from previous

employers or colleagues – this is the new ‘written reference’. Ask them to

introduce you to new people outside your existing network.

Newspaper advertisements

These are on the decline due to the substantially lower cost and higher distribution

of online advertising. However, some schools still like to promote their brand and/or

prefer to receive applications through the mail. In addition, some schools advertise

in newspapers in conjunction with online advertising. Pay attention to application

requirements regarding cover letter, referees and selection criteria: if you omit a

requirement your application may be excluded.

Online advertisements

The advantage of this method is that it is quicker and easier to apply for jobs. The

associated disadvantage is that the number of applicants (i.e. your

competition!) is greater. The other consideration is that earlier applications may

receive more attention than later ones, so it’s essential to be organised and

get your application in promptly. The comment about application

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requirements applies equally to online advertisements. Relevant website URLs are

listed at the back of this booklet.

Agencies

There are an increasing number of teacher (recruitment) agencies operating in

Australia. This trend commenced in the UK in the ‘90s and is expanding rapidly in

the education sector as the competition for talented and/or experienced teachers

becomes fiercer. Some only offer CRT roles, whilst others focus more on

replacement contract or ongoing positions. Remember that agencies work for their

client schools, not for you, so find one whose values, clients and geographic area

will suit you and establish a good relationship with them.

Volunteer

Volunteering (teacher aide, out of hours, extra-curricular activities etc.) may not pay

the rent in the immediate term, but it will help you to get some valuable school

experience on your CV and may lead to something more permanent in the future. It

will also expand your networks and may open up opportunities in other neighbouring

schools.

Résumés

Your résumé is your most important job-hunting tool whose purpose is to get you

short-listed for interview. It is basically a marketing document on which you must

promote your ‘Unique Selling Proposition’ (knowledge, skills, experience, attributes

etc.) as it pertains to potential employers’ needs. A good résumé shouts out ‘Look at

all these wonderful things I’ve accomplished!’

For that reason, your résumé is a uniquely personal document: There is no one-size

-fits-all approach. There are, however, some general guidelines to remember.

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DO

Select three to five key messages

that you want to convey

Put your best ‘material’ (argument)

on the front page

Highlight your achievements rather

than your responsibilities

Use concise, dynamic bullet point

statements

Proof-read and solicit feedback

from trusted sources

Make good use of white space and

ensure font, spacing and tabs are

consistent

Limit your document to 2 – 4 pages

Include your name and contact

number on every page (in the footer

with page number)

Send your application as Adobe pdf

rather than Word documents (if

permitted)

Include the contact details of three

professional referees

DON’T

Tell stories. E.g. In my previous

school I was responsible for….

Yawn….

Hide your light under an archaic

measure of dry crop produce

Include your photo

Include your age, date of birth,

religion, marital status

Include written references unless

specifically requested

Whilst there are plenty of excellent

generic résumé templates available

online, not all are suited to the education

sector. A draft template is provided on

the following page and in the online

resources provided.

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Résumé Template

Your Name

Address

Mobile

Email

VIT registration #

Professional overview (or personal statement or career objectives)

50 – 100 words outlining in clear terms what it is that makes you stand out from all

the other applicants.

Education (or qualifications)

List in reverse chronological order: Institution, qualification, dates

Key achievements (or key skills and attributes or what I am known for)

Five to eight bullet points

Avoid generic items such as ‘Outstanding communication skills’

Employment (or teaching experience or professional experience)

List your employers (including school placements) in reverse

chronological order: Employer, job title, dates

Provide a brief overview of the position if not obvious, including year

levels and subjects taught

Provide up to five key achievements whilst in this role (bullet points)

Professional Development (or other training or other qualifications)

Bullet points, in either reverse chronological order or grouped by function,

e.g. Curriculum, classroom management, pastoral care etc. No more than

a dozen.

Other sections as appropriate

Awards/scholarships

Memberships

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Publications and conferences

Volunteer and community work

Activities and interests

Four to ten bullet points about how you spend your time when not

working or studying.

If you list a generic item followed by an example or specific item it can

make a great interview ice breaker. E.g. I see you have read Charles

Dickens entire works. Which is your favourite?

Referee details

Generally three referees are required.

Name

A short sentence outlining their relationship to you and which aspect of

your work they are able to comment on. E.g. John was my mentor during

my second placement and will be able to comment on my classroom

management and strong planning skills.

Position held

Organisation

Email

Phone (confirm with your referee which is the most suitable)

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Résumé Critique Form

What are some other ways that you would suggest I improve this resume?

Ask three people to read your resume

and record their scores before you use it

for job applications.

Rate the resume on the points shown be-

low, scoring from a low of 1 to a high of 3

in each of the items listed.

Place the numbers 1, 2 or 3 in the box

provided

1. Overall Appearance

Is it easy to read quickly?

2. Layout

Does it look professional and well format-

ted?Do key points stand out?

3. Length

Could the resume tell the same story if it

were shortened?

4. Relevance

Has irrelevant information been eliminat-

ed?

5. Writing Style

Is it easy to get a picture of me from the

contents?

6. Action Orientation

Do most sentences and paragraphs

begin with action verbs?

7. Precision

Does it avoid generalities and focus on

specific information about my experi-

ence, projects, results?

8. Accomplishments

Are my accomplishments and skills

emphasised?

9. Completeness

Is all the important information included?

10. Bottom Line

How well does my resume accomplish its

purpose of getting the employer to invite

me for an interview?

Rating Point Total

Grand Total (30 maximum)

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Applying for a job

Once you have prepared your resume, it’s time to start job hunting. Websites

listing teaching jobs in the Catholic and Independent sector are listed at the

end of this booklet. Teaching position advertisements can also be found in

the weekend papers – most commonly the Saturday Age, though some

schools also list jobs in the Weekend Australian.

Read that ad! Make sure you know how to apply

Phone call

Written application

Number of pages

Referees if requested (relevant and diverse)

Meet deadlines

Prepare for the phone enquiry

Follow up quickly

Make a phone enquiry

Prepare any questions about the school / job

Prepare for a mini interview on the phone

Get the name of the person you speak to

Make it clear you are interested

Be ready to say how you fit the requirements

Obtain the name of the person to address the letter to

Writing your application

Highlight position criteria

List your attributes clearly against them

Give concrete examples

Make sure you address the criteria clearly

Submit your application both in electronic form unless a hard copy

is specifically requested or when you have an existing relationship

with the school!

Check your Facebook! Employers will almost certainly enter prospective applicants’ names into Google, Face-book or other social networking sites to see what information they can find. Run a check on yourself – if you type your name into a search engine, what comes up? Even if a potential employer does not run a search on you, you can be fairly sure that your future students will, so try to make sure that there is nothing available about you online that you wouldn’t want made public in your workplace…

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Cover Letters

Covering letters are essential in response to a specific position to highlight how well

you fit their criteria.

1. Make a Checklist

List the points and verbs in the criteria. Note down your qualifications, education,

skills, knowledge, experience and achievements against each of the criteria with

examples. [What will set you apart from other applicants?]

2. Draft

Use the same order as in the list of criteria.

Construct a positive, interesting opening sentence for each one.

Give examples as proof.

Use a bullet point list for each of the criteria if you like.

Use a separate sheet to state how you meet each of the set criteria if there are

a lot of them.

3. Polish

Seek feedback and proofreading from others.

Always obtain the correct name and title of the person to address.

One to two pages is sufficient to get your message across.

Avoid the words "as you can see", because the reader may not "see" what you

intend.

Avoid "but", "although" and "however": they set up a negative statement.

Remember: spell check doesn't check for meaning, so proofread carefully.

Use facts which speak for themselves whenever you can.

4. References

Generally, your list of referees should be on your resume, not your cover letter.

However, you may wish to make reference to ONE referee in your cover letter, if

you believe it will encourage the employer to interview you.

Brief your referees well in advance and keep them posted. You should provide them

with a copy of your CV and cover letter so they can most effectively reinforce your

application.

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Cover Letter Template

Your name Your street address

Suburb State Postcode Phone: Email:

Date Month Year

Mr/Mrs/Ms full name Title (i.e. Principal) School name Street address Suburb State Postcode Dear [Mr/Mrs/Ms surname of contact] In the first paragraph you should name the position you would like to be considered for, and outline how you heard about the job opening. Briefly explain who you are, and provide a very short summary of what interests you about the school and why the selection panel should consider you for the role. Explain why you think you are qualified for the position, emphasising how your previous experience and transferable skills make you ideal for the role. Mention your qualifications and what you think you would bring to the school. This is the place to respond to Key Selec-tion Criteria – one concise paragraph for each, showing how your skills and experience meet the criteria. If the ad specifies KSCs, make it clear that you are responding directly to these. In the subsequent paragraph, explain why you would like to work for this particular school, showing that you have done research regarding school and the position. While this is a for-mal letter, you should feel free to express enthusiasm, both about the school and about the opportunity that the position presents. Lastly, refer to your attached resume, and politely request that they consider your applica-tion, thanking them for their time. You may wish to state that you hope to have the oppor-tunity to discuss your application in person. Yours sincerely [Signature] Print full name

Contact email or mobile

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Key selection criteria

Many job advertisements will include Key Selection Criteria (commonly

referred to as KSC). These are essentially road signs to guide both job

applicant and the selection panel – it is critical that you address each criterion

in your application. They are core characteristics and qualities considered

essential for carrying out the position competently. These requirements also

allow the selection panel to objectively choose the right candidate for the job.

That is, the candidate that fulfils the position requirements the best is

selected.

Types of Key Selection Criteria

There are a number of different types of KSCs that a candidate will come across in

a job application summary.

Those key selection criteria that relate to demonstrated experience refer to the

actual performance of a task - you will need to provide specific details and relevant

evidence demonstrating the level of experience you possess. It is important to also

provide panel members with clear details regarding strengths, abilities and skills

in a way that is familiar to them. To achieve this level of impact it is essential that the

key words and phrases from the position description feature in written responses.

Knowledge and understanding are also common position requirements. In support

of these claims, a candidate should provide concrete examples of when these

aspects were demonstrated. Skills and abilities should also be supported via the use

of examples.

It is not enough to write that you possess these talents - you also need to show

when and how they have been demonstrated. You can’t simply state that you are

honest or fair, you need to prop up your claims with compelling practical examples.

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A Common Misconception: The Importance of Desirable

Key Selection Criteria

Key selection criteria also come in two different types – essential and

desirable.

Well-written desirable key selection criteria are vital to the success of the statement

and being awarded the job.

Although a candidate could still be considered if they lack desirable key selection

criteria, it is misleading to believe that the strength of your essential key selection

criteria will get you past that winning post.

That is, if the interview panel is having difficulties choosing between two candidates,

it could very well be the desirable key selection criteria that make all the difference.

No Key Selection Criteria?

You may find that some job advertisements do not include clear KSCs. This can be

both a blessing and a curse: while you may not be expected to write as lengthy an

application letter and will have more freedom in terms of how you choose to

respond, you do not have the clear guide to the expectations of the employer which

KSCs provide.

In this situation, a useful tactic to help you structure your application letter is to

devise your own KSCs for the position – you won’t include these in your final

application, but they will help to both prompt and focus your cover letter. To do this

effectively, you will need to do some research into the school. Spend some time on

the school website, looking in particular for ‘mission statements’ or outlines of core

philosophies, values and policies. Look also for any particular programs, innovations

or curriculum structures which set the school apart. Once you have collected as

much information as you can, carefully re-read the job application, then ask yourself

what abilities, attitudes, experiences, expertise, attributes and skills this school will

be looking for when deciding which applicants to interview. Try to phrase the

answers as prompts to help you to shape your application letter.

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Tips When Preparing Written Responses

Your key selection criteria response should include a header with the position

title and reference number and a footer with your name and phone number.

Address each criterion in the required order using the criterion as a heading.

Ensure that you use a consistent font and layout for each criterion and over the

whole document. Size 11 in Arial, Times New Roman, Tahoma or Verdana is

recommended.

For each KSC, underline the key words or phrases so you are clear about

what the employer wants to know and what you have to demonstrate. Some

may require further break-down: e.g. what are the components of ‘effective

classroom teaching strategies’?

You should structure your response to each KSC as follows:

Interpret the question: Break down the KSC into its separate components

and make a general opening statement that outlines how you meet this

standard.

Demonstrate capability: Provide two examples that support your opening

statement. State the context, strategies you used and the outcomes

achieved. Refer where possible to concrete relevant examples from your

work or volunteer history, academic career or social activities such as

sports or participation in clubs and community groups.

Relate to the employer: Conclude with how you have improved in this

area and/or what you would be able to bring to your new role. i.e. How

the school will benefit from employing you over another candidate.

Avoid duplicating material contained elsewhere in your application (CV or

cover letter).

Example Key Selection Criteria How would you respond to these KSCs? Remember: it’s great if you can refer to previous teaching experience (including from your student placements), but don’t be afraid to also use examples from your time working in a café, organising a community event or participating in a sporting team…

1. Demonstrates an understanding of how students learn, effective classroom teaching strategies, and the capacity to work with

colleagues to continually improve teaching and learning. 2. Ability to communicate with children, parents and school community, 3. Willingness and demonstrated capacity to participate in a range of activities; e.g. school sports, sacramental programs, liturgies, camps /

excursions 4. Understands the value of collaboration and is able to function to a

high standard in a team environment

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The interview

The interview process can seem daunting, but if you arm yourself with proper

preparation and a positive attitude, it can be a positive and constructive

experience. This is your opportunity to engage with potential employers and

demonstrate to them why you would be a great addition to their school. If

you’re going to be convincing, it’s crucial that you believe this yourself!

Remind yourself before your interview of what you have to offer this

employer.

Most importantly – don’t panic! If things don’t go to plan in your first

interview, think of it as a learning experience for the next one.

Interview preparation

As for any test, preparation is essential. Use sources such as the School website,

annual report, yearbook, friends/colleagues/current staff members, media, your un-

ion and the MySchool website to find out about:

The School: Its culture and values, strengths and reputation, organisational struc-

ture, affiliations, academic and co-curricular programs, facilities, staff development

and career opportunities.

The position: Why the position has become available, the associated duties and

expectations, time allocation, year levels, reporting structure, additional resources.

The interview: How many people will be on the panel, their names and personality,

what style of question they are likely to ask, how long it will last.

Once you have done your research you need to rehearse answers to possible ques-

tions (see next page) and prepare your own questions.

Finally, how you present at interview is also crucial. Remember that you don’t get a

second chance to make a first impression!

Dress code: It’s better to be conservative and formal than casual and under-

dressed. Women should wear minimal jewellery and make-up and not expose too

much skin.

Confidence: Take a copy of your CV, cover letter and portfolio into the interview.

Arrive early and take the opportunity to go over your application. Convey positive

body language and follow their lead on making small talk. Accept a glass of

water if offered.

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Answering questions

Interview questions can be grouped into three categories:

Behavioural

Used to ascertain how you would respond in certain circumstances based on

previous outcomes. e.g. Give an example of a time when you had to diffuse a

difficult situation.

Hypothetical

Tests how quickly you process situations and how well you think on your feet.

e.g. Two students are fighting after school. What would you do?

For both of these types, you should structure your answer in 3 parts:

Situation/Task: Outline the circumstances, how it impacts on the school

or others and what steps need to be taken.

Action: Outline what action you took/would take and why.

Result: What were/are the expected outcomes from your actions?

About you

Finds out about your past, present and future achievements, attributes and goals.

e.g. How do you cater for different learning styles and abilities in the classroom?

General principles

Be concise: Rephrase, articulate, summarise. 3 minutes per answer.

Demonstrate your capability: Highlight your strengths, give examples, and allay any

concerns.

Interviewers value warmth, brevity, honesty, rapport, energy, enthusiasm and clear

communication: Maintain good eye contact, address each panel member in turn and

by name, smile and relax.

At the end, leave the interview on a positive note and thank the interviewer(s) for

their time. Say that it was a pleasure meeting them and that you hope to hear from

them soon

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Expected Questions

1. Why would you like to work in our school? What do you know about it?

2. Tell us about your work experience to date.

3. Why did you apply for this position?

4. What positions of responsibility have you held?

5. What are your priorities as a teacher over the next two years?

6. How do you cater for mixed abilities in the classroom?

7. What do you consider to be the essential elements of an effective classroom

management plan?

8. What Professional Development have you undertaken, and what would be

your PD priorities over the next few years?

9. What are your strengths and skills?

10. What are your weaknesses? (This question can be very difficult to answer

well – so do think carefully in advance about how you might answer it)

11. How do you get along with colleagues? Can you tell us about a time you

worked constructively as part of a team?

12. Can you tell me about a time in your life when you had to influence someone

to change his or her opinion?

13. What experience have you had with Learning Technology?

14. What do you expect to be doing in 3-5 years’ time?

15. What is most important to you in your work?

16. Is there an achievement of which you are particularly proud?

17. Are there any questions you would like to ask?

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Are you ready to be interviewed? Employers look for an applicant who … .

1. Knows the reason why they have applied to this particular employer. Why

have you applied?

_________________________________________________________________

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2. Has evidence of their achievements to date. What are your achievements?

_________________________________________________________________

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3. Can comment on work related problems they have solved in past

employment. What problems have you solved?

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4. Has had leadership experience - paid or unpaid. Give examples of your

leadership experience, or positions of responsibility you have held.

_________________________________________________________________

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5. Knows how past experience relates to their vacancy. Describe how your

experience relates to their vacancy.

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6. Can explain how the employer will benefit from your education, training and

skills. Describe these benefits.

__________________________________________________________________

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7. Has a career goal (not an 'I'll take anything' attitude). State your career goal.

__________________________________________________________________

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8. Has a professional appearance - dresses appropriately. Describe the

clothes you will wear.

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9. Has carried out research about their organisation. What do you know about

the organisation?

__________________________________________________________________

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10. Has good interpersonal skills in order to relate well to others at work. Give

examples of your interpersonal skills.

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Preparing responses to interview questions

Record questions that could be particularly challenging:

__________________________________________________________________

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Practise your answers and note key points:

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Asking Questions

Questions about the position and the school:

In most cases, a job interview will conclude with an opportunity for you to ask

questions about the position you are applying for or about the school. This is an

opportunity for you to find out any further information which may help you to decide

whether to accept the job if it is offered to you.

Perhaps more importantly, though, it is also an opportunity for you to impress the

employer by showing your active interest in the school and the position. Your

engagement in this section of the interview is likely to be an important factor in the

selection process, and you should think carefully before the interview about

questions you can ask which will help to underscore your engagement with the

teaching profession and your suitability for the particular role. You may want to ask

about curriculum, support programs for students with diverse learning needs, extra-

curricular activities, professional development opportunities, or any other aspect of

the workings of the school.

List questions you could benefit from asking in a job interview:

1._________________________________________________________________

___________________________________________________________________

2._________________________________________________________________

___________________________________________________________________

3._________________________________________________________________

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4._________________________________________________________________

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5._________________________________________________________________

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6._________________________________________________________________

___________________________________________________________________

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Religion and Philosophy Questions relating to your attitudes towards the relevant religion, philosophy or ethos will

almost inevitably be raised at some point during the selection process for any non-

government school. The nature of these questions will vary according to the type of

school you are applying to work at.

Usually what will be expected of you is a clear expression of respect towards, and

understanding of, the values of a particular religion or school of thought.

Victorian Catholic schools will require you to get an ‘Accreditation to Teach in a

Catholic School’. However the school will provide you with the time and resources

necessary to receive this accreditation. If you are successful at obtaining a position in a

Catholic Primary School you will also probably be required to get an ‘Accreditation to

Teach Religious Education’. The school will facilitate the accreditation which is similar in

complexity to a Certificate IV.

There are provisions in various pieces of current legislation which place strict limits on the

extent to which matters of religion or belief may be used to choose between candidates

for a position. If you believe that an employer or prospective employer has discriminated

against you on the basis of your religious affiliation, you should contact your union.

Discrimination In Victoria it is illegal for employers to discriminate against someone on the basis of

particular attributes, including:

age; breastfeeding; questioning your employment rights; gender identity; impairment;

Industrial activity (including Union membership); lawful sexual activity; marital status;

parental status or status as a carer; physical features; political belief or activity;

pregnancy; race; religious belief or activity; sexual orientation; or personal association

with a person with such an attribute.

Religious organisations have certain exemptions which allow them to discriminate (only

on religious belief or activity, sex, sexual orientation, lawful sexual activity, marital status,

parental status or gender identity) where either:

the discrimination is necessary to avoid offending that community’s religious

sensibilities, or

the attribute would mean that you could not fulfill the inherent requirements of the

job.

Employers also have some rights to have records of illness or injury that could be

exacerbated by the new job. Other than this, in an interview, employers should not be

asking questions about any of the above matters (including your Union membership or

intentions to have children). They can only ask questions about the above attributes when

it goes directly to your ability to do the job.

29

Job search checklist

I have:

identified my assets in terms of my skills, abilities and experiences

identified and made use of my networks to help in my job-hunting

composed a clear and concise resume which highlights my strengths

selected relevant and diverse referees, asked whether they are willing to

provide references, and let them know which positions I have applied for

carefully considered which schools I would like to work at, and researched

these schools

regularly checked relevant websites and newspaper employment sections for

job advertisements

asked others to proofread my resume and any cover letters

sent a ‘broadcast letter’ including my resume and an attached customised

cover letter to schools at which I am interested in gaining employment

a clear understanding of how to respond to selection criteria

considered which types of teaching position I am most interested in (in terms

of year levels, subject areas etc.)

asked for advice from any contacts I have in the education sector

practised my interview technique, and carefully considered the types of

question which may be asked of me

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Appendix 1

250 Action Verbs

Choose ten which at the same time are your best and your most enjoyable

skills

achieved displayed integrated presented shaped

acted distributed interviewed printed shared

adapted diverted invented problem- showed

administered drew inventoried solved sold

advised drove investigated processed solved

analysed dug judged produced sorted

assembled edited kept programmed spoke

assessed eliminated led promoted studied

attained empathised learned protected summarised

audited established lifted provided supervised

arranged estimated listened purchased supplied

budgeted evaluated logged questioned talked

built examined made raised taught

calculated explained maintained read team-built

checked expanded managed realised tended

classified experimented manipulated reasoned tested &

coached expressed memorised received proved

collected extracted met reconciled told

communicated filed modeled recommended took

compiled financed monitored recorded trained

completed fixed motivated recruited transcribed

conducted followed navigated reduced treated

consolidated formulated negotiated referred travelled

constructed gathered observed related trouble-shot

conserved generated obtained remembered typed

controlled got offered rendered umpired

coordinated guided operated repaired understood

copied handled ordered reported understudied

counselled headed organised represented undertook

created helped originated researched unified

decided identified oversaw resolved united

defined illustrated painted responded upgraded

delivered imagined perceived restored used

designed implemented performed retrieved utilised

detailed improved persuaded risked washed

developed improvised photographed scheduled weighed

devised increased planned selected worked

diagnosed influenced played sensed wrote

directed informed predicted separated

discovered initiated prepared served

dispensed instructed prescribed set-up

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Independent Education Union Victoria

Tasmania

www.ieuvictas.org.au

Australian Education Union

Victoria – www.aeuvic.asn.au

Tasmania - www.aeutas.org.au

Independent Schools Job Board

www.independentschools.com.au/

Catholic Education Offices

Victoria - www.cecv.catholic.edu.au

Tasmania – www.catholic.tas.edu.au

Australia Teachers

www.australiateachers.com/

Australian Teacher Magazine

www.ozteacher.com.au/html/

Seek

www.seek.com.au

Careers Online

www.careersonline.com.au

EdConnect Australia

www.edna.edu.au

Eteach

www.eteach.com

Teachers.on.net

www.teachers.on.net

SchoolJobs

www.schooljobs.com.au

Oxford Education www.oxfordeducation.com.au

Appendix 2

Useful Websites

32

Mail PO Box 1320 South Melbourne VIC 3205

Melbourne Ground Floor 120 Clarendon Street Southbank VIC 3006

Telephone 03 9254 1860 FreeCall 1800 622 889 Fax 03 9254 1865 Email info@ieuvictas.org.au Web ieuvictas.org.au