Curriculum Leader & Assistant Curriculum Leader …and...Curriculum Leader & Assistant Curriculum Leader Resume and Interview Preparation 2009 2010 Prepared by the Professional

Curriculum Leader &

Assistant Curriculum Leader

Resume and Interview Preparation

20092010

Prepared by the Professional Learning, Training, and Leadership Development Unit Presented in partnership with Employee Services – Secondary Teaching Office

CL/ACL Resume and Interview Preparation

Professional Learning, Training, and Leadership Development Unit 2009‐2010

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THE POR APPLICATION PROCESS

Information for applying for a Secondary Position of Responsibility, Curriculum Leader or Assistant Curriculum Leader, can be accessed on TDSBweb → Employee Services → Job Postings → Secondary Teaching → Positions of Responsibility.

Eligibility

Only full time Secondary teachers may apply. All POR positions require:

Specialist qualifications

Three years experience as a teacher

Application Packages

Candidates will fax, email or hand deliver to the Principal of the school with the vacant POR:

Completed application cover sheet

Up‐to‐date resume

Covering letter

Certificate of qualification (can be accessed at www.oct.on.ca)

Interviews

If there are fewer than 6 applicants, all will be interviewed, otherwise a short list of at least 5 applicants will be interviewed. Only candidates with the required qualifications indicated on the posting will be granted an interview. Portfolios are not a part of the interview process. At least one reference will be checked and may include:

Principal

Vice‐Principal; or

Supervisory Officer Teacher colleagues or teachers in positions of responsibility cannot be named as referees for this process.

Successful and Successful Candidates

Principals will submit to the appropriate Staffing Officer the names of their top two recommended choices and will not contact candidates until given the go‐ahead from the Staffing Officer.

Unsuccessful candidates may contact the Principal of the school or the chair of interview team for feedback.

http://www.oct.on.ca/



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REFLECTING ON YOUR READINESS FOR THE ROLE OF CL/ACL

Preparing your resume is a process that requires reflective thought about your readiness for the role of Curriculum Leader and/or Assistant Curriculum Leader.

Foundational in preparing your resume for the role of Curriculum Leader/Assistant Curriculum Leader is asking yourself:

Why do I want to become a CL/ACL?

What experiences have prepared me for the role?

Reflecting on my career, what will I personally bring to the role that would benefit the school?

How would someone else describe me as a CL/ACL (“You would be a good CL/ACL because...”)?

Reflecting on my leadership style, how will that make me an effective CL/ACL?



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Keep in mind throughout this process:

Purpose + Audience = Form To bring your work and leadership

experiences to life in your resume and cover letter and illustrate your readiness for the role of CL/ACL by sharing what you have to offer to the role.

To persuade the interview team that you are ready and able to perform the duties of a CL/ACL in the particular school you are applying to.

Principals and Vice‐Principals Cover letter Resume Interview

Also keep in mind when writing your resume and cover letter and preparing for your interview:

The job posting itself. What are specific things that the school’s Administration is looking for in an applicant?

What do you know about the school, its students, and the surrounding community?



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TDSB LEADERSHIP COMPETENCIES

The CL/ACL Competencies are based on the TDSB Leadership Competencies and may be used to assess your application. The Leadership Competencies are applied all leadership positions found in the TDSB. The CL/ACL Competencies allow for you to honestly assess whether you have the depth and breadth of experiences and the particular competencies that you need so you can make an informed decision about your readiness for the position of CL/ACL.

LEADERSHIP COMPETENCIES

Personal competencies refer to the qualities, characteristics and attitudes necessary to achieve personal and system goals.

Interpersonal competencies refer to the skills, abilities and commitment required to build and maintain relationships.

Teamwork competencies refer to behaviour, skills and commitment that influence values, behaviours and conditions to produce improved results.

Strategic focus competencies refer to knowledge, traits and behaviours that manage change, foster commitment to a vision and engage partnerships for enhanced service.

Education competencies refer to the skills, ability and capacity to build inclusive communities that focus on improved outcomes for all students.

Operational competencies refer to the necessary understandings, skills and applications of system policies and procedures.



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GETTING STARTED

The CL/ACL application process involves “telling your story.” Consider the following questions:

What work examples best represent my preparedness in each competency?

What examples relate directly to the competency and demonstrate success and /or growth?

Which work examples reveal the most about my capabilities and skills for the position of CL/ACL?

Use this worksheet to reflect and record specific examples that show how you have demonstrated each competency in action. This information can assist you in identifying information for use when completing your resume and cover letter and preparing for the interview.

CL/ACL Competencies Worksheet

Examples that illustrate the CL/ACL Competencies in action

Education Domain

Assessment and Evaluation: The continuous review and refinement of the processes that relate to achievement.

Program Assessment

Student Assessment

Community Development: The capacity to build inclusive communities in which all stakeholders contribute to and provide a nurturing educational environment.

Interpersonal

Curricular Leadership: Commitment to enhance quality and scope of curriculum/programs and continuously improve program delivery.

Curriculum Planning

Equity: The capacity to achieve equality of access and outcomes by doing things differently for/with different people in order to address their specific realities and individual needs.

Policies

Information Communication Technology (ICT): The capacity to develop an expanded understanding of the value and impact of instruction and learning through the use of technology.

Instruction



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Instruction: The commitment to integrate effective instructional strategies in all areas of learning.

Practice

Professional Development

Standards of Practice

School/Department Improvement: The ability to apply a change management process that focuses on improving student achievement and services to schools / departments within a collaborative learning environment.

Data and Standards

Improvement Practices

Special Education: The adaptation of curriculum to meet the needs of each students while maintaining curricular expectations.

Inclusion

Practice

Interpersonal Domain

Communications: The ability to inform and be informed clearly, concisely and accurately using a variety of media and techniques.

Listening

Information Sharing

Conflict Management: The ability to solve interpersonal, intra‐group and inter‐group differences.

Effective Management



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Decision Making: The ability to reach a conclusion or resolution in a manner that is consistent with the spirit and purpose of regulations and policies.

Issues

Information Communication Technology (ICT): The capacity to develop new knowledge and skills to use ICT effectively in communication, problem solving, decision making and relationship building.

Communication

Coaching: The repertoire of skills and techniques that teach, promote, reflect, and influence professional competencies and their use in practice.

Communication

Viewpoints

Problem Solving: The ability to determine and analyze problems and develop solutions alone and with others.

Problem Identification

Problem Resolution

Relationship Building & Networking: The commitment

to develop, maintain, and improve working relationships with others as individuals, and in small and large groups.

Development

Operations Domain

Financial Management: The ability to produce and responsibly manage budgets to satisfy the operation needs of the unit and reflect the school/system plan.

Planning

Health and Safety: The ability to understand, create and incorporate the requirements for a safe working and learning environment and to integrate safety seamlessly within daily operations.

Safe Work

Incident Reporting



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Human Resource Management: The effective use of systems to recruit, train, deploys, retain and promote staff to optimize available human resources.

Job Skills and Training

Physical Plan Management: The process of ensuring that facilities are safe, comfortable, and well‐maintained through the coordination of all planning, operations and utilization aspects of building systems, exteriors and grounds.

Concerns and Processes

Regulations, Policies & Procedures: The ability to use regulations, policies and procedure to ensure fairness and consistency across the system.

General

Personal Domain

Change Leadership: The ability to translate concept and needs into authentic change processes.

Process

Continuous Growth: The practice of constantly assessing personal knowledge and skills and following paths for improvement.

Personal Training

Creativity: Incorporation of imagination and innovation into the workplace.

Support

Integrity: The application of honesty, forthrightness, respect, empathy, and ethical behavior in workplace relationships.

Awareness

Application



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Strategic Focus Domain

Self‐Awareness: The application of honesty, forthrightness, respect, empathy, and ethical behaviour in workplace relationships.

Practice

Building Partnerships: The capacity to engage agencies, employers and business in a manner which furthers a mutual ability to provide enhanced services.

Development

Change Management: The ability to manage the content and processes of change through strategic planning processes.

Practice

Systems Thinking: The ability to see the whole picture, trends, and patterns of the inter‐relationships, and to use frames of reference to orchestrate modification, reinforcement or change.

Application

Vision Building: The ability to describe an optimal or desired state or condition and foster a genuine commitment to its creation.

Vision

Culture Management: The ability to influence values, practices and outcomes to create a rich and rewarding learning environment, and positive and productive workplace.

Continuous Improvement

Planning

Teamwork Domain

Diversity Commitment: The orientation to capitalize on the varied representation in the workplace which includes gender, sexual orientation, race, faith, ethnocultural and linguistic backgrounds, abilities, styles and talents.

Equity and Human Rights

Individual Differences



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Staff Growth and Development: The creation and maintenance of learning communities that affect enhanced performance and improved results.

Staff Growth and Development

Team Leadership: The understanding of the requirements and the skills needed to contribute to high‐level team performance to accomplish a variety of tasks.

Team‐Building



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RESUME

Writing your own resume is crucial if you want to effectively “tell a story” about yourself that will engage your intended audience – a school principal. You may wish to use the CL/ACL Competencies Worksheet in order to brainstorm the following:

What work examples best represent my preparedness in each competency?

What examples relate directly to the competency and demonstrate success and /or growth?

Which work examples reveal the most about my capabilities and skills for the position of CL/ACL?

Resume Types

The type of resume you use will depend on the kind of job for which you are applying and on your own work background. Always choose a style, which stresses your skills, qualities, abilities and achievements. Remember you are trying to persuade a principal to interview you above all other candidates.

There are a number of resume formats, but most people find the chronological or functional most successful. It is recommended that you include a special section that allows you to summarize your experience and emphasize your strengths. The section referred to is called “Qualifications” or “Summary” and is now received favourably by many employers. The “Job Objective” is another feature that employers like to see because it focuses on the specific type of work in which you are most interested.

The Traditional Format: Chronological

This format highlights your work history. Work experience (position, school or department name, location and years) is listed starting with the most recent position and working backwards. Titles and schools/departments are emphasized and selected achievements and accomplishments for each work experience are listed in point form.

Recommended:

When you have been in a similar role for a period of time

When the name of last department or school is an important consideration

When job history shows real growth and development

When prior titles are impressive



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SAMPLE CHRONOLOGICAL RESUME TEMPLATE

[Full Name]

[Mail Address, City, Province, Postal Code] • [Phone #] • [Email Address]

OBJECTIVE [Describe your career goal in one to three brief sentences. When submitting your chronological resume to apply for a specific job opening, tailor your objective (and your entire chronological resume) to closely match the job description without embellishing. Delete this section from the resume template if you do not use it.]

EXPERIENCE [Job Title] [School/Company Name, City, Province] From [Year] to [Year or Present] [Optional Short Description]

[List main job responsibilities or major achievements]

[When applying for a specific job, match the job description requirements as closely as

possible without embellishing.]

EDUCATION [Degree, Credit Hours or Diploma or School Name] [School Name, City, Province or Degree, Credit Hours or Diploma] [Optional Brief Description]

[List significant awards, accomplishments or curricular activities, or work completed towards

an advanced degree, etc.]

[EXTRA] [Optional extra section for what you think is important to emphasize. Be careful with personal hobbies and interests as they may give the wrong impression. If this section is more important than another, move it up in your resume. Delete this section from the resume template if you do not use it.]

REFERENCES References available on request.



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A More Flexible Format: Functional

This format highlights your skills and de‐emphasizes your work history. This format organizes skills and achievements into functional categories in relation to the position for which you are applying. This is best used when your work history does not clearly convey the scope of your abilities for a particular position.

Recommended:

When you wish to move from one role to another (i.e. classroom teacher to instructional leader)

When re‐entering the job market after an absence

When you want to emphasize capabilities not used in recent work experiences

When you have had many different work experiences

Functional Format’s Two Sections:

1. The Functional Section: Possible headings ‐ “Areas of Expertise,” “Major Accomplishments,” “Strengths,” “Professional Experience.”

Work experience is organized in point form under major skill clusters or functional areas, e.g.:

• Presentation Skills • Leadership • Administration/Management • Consultation

• Policy Development • Business • Writing Teaching/Training • Technical

• Communication • Personnel • Financial Management

2. Employment History: a chronological list including only the position, organization name, location and years. This is usually placed after the functional section.



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SAMPLE FUNCTIONAL RESUME TEMPLATE

[Full Name]


QUALIFICATIONS [Tailor your qualifications to match those required in the job description, as closely as possible without making them up. Optionally, also list a one‐ to three‐word specific per bullet (•), keeping each to one line if possible. If needed, rename this section to better fit what you write, such as Profile, Summary or Background.]

[Specific]

[Specific]

[Specific]

[OPTIONAL] [Summarize, highlight in the nuggets below or both.] [This resume template section is optional, but often included in a functional resume

when a summary of qualifications alone will not do.]

[Use it to expand upon your qualifications or highlight anything that you think is

important, such as special skills or stellar achievements. Name it appropriately.]

EXPERIENCE [Skill Cluster or Functional Area] [Optional brief description]

[Briefly list job responsibilities, one per bullet.]



EMPLOYERS [School/Company Name, City, Province] [Job Title] [Optional: Year to Year or Present]

EDUCATION [Degree, Credit Hours or Diploma or School Name] [School Name, City, Province or Degree, Credit Hours or Diploma] [Optional brief description]

[Include significant awards, accomplishments or curricular activities, or work completed

towards an advanced degree, etc.]





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The Combination Format

The combination allows maximum flexibility, according to your needs. If you have had a long work history in one position, you might organize your achievements and accomplishments under functional headings; or you might organize your work history under categories of positions, e.g. teaching, consulting, administrative, project management

Naming Your Sections: The names you choose for your headings and the order in which you present them in your resume can greatly impact your reader. Since your resume is a marketing tool, it is important to be strategic and targeted in this area.

There are no strict rules about what you call the headings on your resume. Therefore, choose heading names that sell you best and that make sense to your intended audience – principals.

When naming your sections, consider…

Near and far transfer. Does the position you are applying for involve mostly a far transfer or near transfer of your skills? If far, emphasize your transferable skills. If near, emphasize tasks from past experiences.

Functional groupings. Can you combine your experiences along functional lines (e.g. lead professional learning, technical experience, etc)? When using such groupings, there is no need to differentiate between volunteer and paid positions; it is the experience that matters.

Targeted headings. Can you choose new heading titles that highlight the skills employers are looking for (e.g. accounting experience, project management experience, etc.)?

Ordering Your Sections: As with the naming of your sections, there are no strict rules about the order in which your sections appear on your resume. The key is to make sure that the sections that sell you best appear first. This will vary from person to person, and will change over time.

When ordering your sections, consider…

Your impressive qualities. On a two‐page resume, the first page is the most important, and the space at the top of the first page is critical. Make sure your best stuff goes here.

Your unique qualities. Think about what an employer would find most interesting about you; does it appear first? Be sure to emphasize accomplishments and qualities that differentiate you from other applicants.



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SAMPLE COMBINATION RESUME TEMPLATE

[Full Name]


OBJECTIVE

[Describe your career goal in one to three brief sentences. When submitting your combination resume to apply for a specific job opening, tailor your objective (and your entire combination resume) to closely match the job description without embellishing.]

SUMMARY

[When applying for a specific job, tailor them to the requirements in the job description, as closely as possible without embellishing. Optionally, also highlight a one‐ to three‐word specific per bullet (•), keeping each to one line if possible. If needed, rename this section to better fit what you write, such as Profile, Qualifications or Background.]

[Specific]

[Specific]

[Specific]

[OPTIONAL] [Summarize, highlight in the nuggets below or both.] [As indicated, this resume template section is optional. But it is often included in a

combination resume when a summary alone will not do.]

[Use it to expand upon your summary or highlight anything that you think is important, such

as special skills or stellar achievements. Name it appropriately.]

EXPERIENCE [Job Title] [School/Company Name, City, Province] From [Year] to [Year or Present] [Skill Cluster or Functional Area] [Optional brief description]

[List main job responsibilities or major achievements]



EDUCATION [Degree, Credit Hours or Diploma or School Name] [School Name, City, Province or Degree, Credit Hours or Diploma] [Optional brief description]

[List significant awards, accomplishments or curricular activities, or work completed towards

an advanced degree, etc.]





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COVER LETTER

The cover letter shows the Principal why you should be considered and is the first impression made by demonstrating how well you communicate in writing. It brings your resume to life and it can be helpful to complete after finishing your resume.

A cover letter should be typed and should never be more than one page long.

Break the text into short paragraphs that makes it easier to read.

The cover letter provides the opportunity to highlight how your skills and qualifications will benefit the school you are applying to.

The cover letter should be tailored for the specific CL/ACL position at that particular school, yet provides an individual touch.

The following sections should be included in your cover letter:

Header and Greeting

Contact Information: This is the header of your cover letter. Your Name Full Address Phone Number Fax Number (optional) E‐mail Address (optional)

Ensure that you have addressed it to the right person

Name and title of the person reviewing your application – spelled correctly Full address of the school

Body The Job:

This first paragraph should include: The position you are applying for A brief statement about why you would fit the position

Demonstrate:

You have researched the school and understand its needs. Why you want to work in this particular curriculum leadership role.

Your Qualifications: Show the principal why you are a good match for the CL/ACL role in their school. You may wish to highlight:

One or two of your most relevant qualifications/skills and how they can be of value to the principal, staff, and students of the school.

One or two accomplishments that demonstrate your experience Additional skills or abilities that are appropriate for the role of CL/ACL.

Closing Conclusion/Sign‐Off:

Request for an interview and re‐iterate contact information including best times to reach you.



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Cover Letter and Resume Checklist:

Does it make sense? Is it clear? Does it flow? Is it concise and to the point (no more than one page)? Does it convey the messaging you want? Have you brought the qualities you shared in your resume to life? Have you aligned your thoughts to key issues and priorities in TDSB and the position you are applying for? Does it match qualifications listed in the posting? Have you clearly conveyed why you would be an asset to the school as a CL/ACL? What sets you apart from the

other candidates?



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INTERVIEW

The Interview Team will be using the CL/ACL Competencies to evaluate your responses.

ANSWER ORGANIZERS

It is often helpful to use answer organizers when responding to interview questions. Interview times can vary, but are usually between 30 to 45 minutes in length. There are predetermined questions that all the candidates applying for the same position are asked. Answer organizer will not only help you budget your time, but will keep you from veering off on tangents that do not actually answer the question. There are a variety of frameworks you could use to respond to questions, the following are some that you may wish to use. Remember, there is no such thing as a one‐size fits all model when responding to questions so you may need to adapt one to suit your individual needs.

Commonly‐Asked Questions:

“Why?” in relation to specific aspects of your work experience, work style, qualifications, or goals.

Scenario/Hypothetical Questions:

“What would you do?” in relation to proposed problems that might be encountered in the job. Outline, in detail, the steps that you feel would be effective. Try to use an example where you had to deal with such a situation or a similar one – how might you handle a situation similarly or differently in the future?

Behaviour Based Questions:

“What have you done?” in relation to a requirement of the job. Provide specific, detailed examples from your experiences to demonstrate your proven abilities and knowledge that relate to on the job performance.

Sample Questions:

What would you do if you had to deal with an angry staff member or parent?

As the CL/ACL, you are aware of the need to improve assessment practices in your school. What would you do to support your colleagues?

Sample Questions:

Why do you want to be the CL/ACL for this department/school?

Why are you the best candidate for this position?

Sample Questions:

Describe an initiative that you undertook that involved communication to parents.

What have you done to support new teachers in your curriculum area?



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BROAD BASED BEHAVIOUR QUESTIONS: PAR (Position + Action = Results)

An answer organizer to assist in responding to questions that demonstrate past accomplishments.

Position (problem) State your position. It may include a thesis for your answer that does not answer the question but sets up your answer and reveals your values.

Action Answer the given question(s). Whenever possible, illustrate what you would do in a theoretical answer with a concrete specific example.

Story An example from your work/life experiences.

Results Always make sure to check that what you are doing is really making a difference.

Closing Statement Mirrors your opening and summarizes your response by highlighting key points.

IMPLEMENTATION: RDI (Review, Development, Implementation)

Managing a process that allows you to achieve goals by working with others is a cycle that must be monitored and assessed and involves several stakeholders (staff, students, parents, community, etc.)

Review Development Implementation

Gather data

Analyze, interpret, and evaluate data to make informed plans

Set goals

Develop an action plan: o What steps will be taken? o Who is responsible? o What will they do? o What will the time line be?

Move from an idea to an action

Provide support, time, resources, professional learning, etc.

Other Answer Organizers:

P, P, F, F (Scenario Questions): People Program Finances Facilities

Actions (Scenario / Situation Questions): Immediate response Short term plans Long term initiatives to prevent “situations” Evaluate success of work

Four communities: Students Staff Parents Wider community



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NOTES/THOUGHTS/QUESTIONS



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NOTES/THOUGHTS/QUESTIONS

Documents

Curriculum Leader & Assistant Curriculum Leader …and...Curriculum Leader & Assistant Curriculum Leader Resume and Interview Preparation 2009 2010 Prepared by the Professional