Interviews

READY TO HIRE: Strategies to Land a Job

For all future music teachers everywhere, especially members of a PCMEA or NAfME collegiate chapter, we post these handouts from past NAfME and PMEA music teacher conference sessions, all moderated by Scott Sheehan, Immediate Past President of NAfME Eastern Division and Past State President of PMEA.

As a tradition at the annual state conference, the session “Ready to Hire: Interviewing Strategies to Land a Job” has offered “tried & true tips to assist promising music education majors with developing interviewing skills to successfully land their dream job.” One of the features of the clinic is the set-up of a “hot seat” where volunteer candidates are put through one or more questions in a “mock interview,” and then assessed on their “performance.” The guest panelists often distribute a “takeaway” with valuable tips on interview techniques and questions, and developing personal branding, networking, and marketing skills.

These suggestions are offered as a way to “practice” taking employment interviews.

Best wishes on your job search. Now go out there and “nail” the interview!

 

NAfME Logo_eastern_division

NAfME Biennial Eastern Division/PMEA State Spring Conference

April 4-7, 2019 in Pittsburgh, PA

 

Sheehan: Interview Session Handout

Metelsky: Interview Worksheet

Pearlberg: Ready to Hire Interview Strategies

Fox: Job Interview Playbook

 

 

PMEA conferences.png

Pennsylvania Music Education Association Annual Spring Conference

(various years)

 

Basalik: Ready-Set-Interview

Baxter: Music Interviews

Fox: A to Z Job Interview Checklist

Fox: Marketing Your Professionalism

 

pcmea

Additional Resources

PMEA Job Board

NAfME:

Sullivan Interview Strategies that Work

Older blog-posts at this site:

 

Acknowledgments:

  • Sue Basalik
  • Howard Baxter
  • Marc Greene
  • Susan Metelsky
  • Alicia Mueller
  • Henry Pearlberg
  • Kathy Sanz
  • Scott Sheehan
  • Jill Sullivan
  • Lucy White

Image by Tumisu from Pixabay

 

© 2019 Paul K. Fox

All rights reserved by the individual authors of this material

Transitioning from Collegiate to Professional – Part III

The Final Leap from Pre-Service to In-Service:

The Metamorphosis and Integration of Philosophy, Maturity, and Teacher Preparation

trumpet-1495108_1920_congerdesignTo “wrap-up” our final segment, we will review the development of a professional “marketing plan.” This is blog #3 out of 3. (Be sure to also check out #1 and #2, too.)

These are three critical skills you need to foster in the search for a school music position, marketing yourself, interviewing, and landing a “good” job:

  • Personal branding (who are you, what makes you unique, and what do you have to offer?)
  • Story telling (anecdotes) of your positive attributes and personal brand, including a record of your habits of “engagement” in music education, and
  • Networking (associating with other professionals and getting your positive stories “out there”).

 

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branding

Personal Branding

“Personal branding is the practice of people marketing themselves and their careers as brands. While previous self-help management techniques were about self-improvement, the personal-branding concept suggests instead that success comes from self-packaging… Personal branding is essentially the ongoing process of establishing a prescribed image or impression in the mind of others about an individual, group, or organization.”

– Wikipedia: https://en.wikipedia.org/wiki/Personal_branding

What is the difference between marketing and branding? According to some, “marketing is what you do, branding is what you are.” (www.tronviggroup.com/the-difference-between-marketing-and-branding/)

phone-2840244_1920_RobinWiggins13Shama Hyder posted “7 Things You Can Do to Build an Awesome Personal Brand” at http://www.forbes.com/sites/shamahyder/2014/08/18/7-things-you-can-do-to-build-an-awesome-personal-brand/, including the following outlined summary:

  1. Start thinking of yourself as a brand
  2. Audit your online presence
  3. Secure a personal website
  4. Find ways to produce value
  5. Be purposeful in what you share
  6. Associate with other strong brands
  7. Reinvent

During these waning months for college music education seniors, now is the time to finalize the preparations for personal branding and beginning the employment search! Personal branding is critical to help you “stand above the rest,” showing that you have what it takes and would be a major asset to a prospective employer, and defining and marketing your own unique qualities that would make you “a good fit” for the specific job openings.

Steps to Personal BrandingThe branding process involves first developing your philosophy of music education, archiving your awards and accomplishments, documenting your grades and ok-3061659_1920_RobinHiggins12experiences, and collecting stories/personal anecdotes of your strengths. The next steps include the creation of a written and electronic portfolio, business card, resume, and website. Finally, you must compile/assemble everything together and practice (and self-assess) your “story-telling skills” to answer those important questions at well-rehearsed “mock interviews.”

You will likely not have enough time to complete all of these tasks during methods classes or student teaching seminars. That’s okay. If you are serious about prepping yourself to find a great music teaching job, the valuable links (see below) and articles are out there… just manage your time and start reading.

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networking

Networking

According to the article “Network Your Way to Secure a Teaching Job” at https://resumes-for-teachers.com/job-search-help/teacher-network/, many people are unaware of the basics of networking and how to use them it to their advantage in securing a job:

“Networking simply refers to finding job-related contacts. Most teachers who are just beginning their careers may feel that they have few, if any, networking contacts in the teaching field. It is important to consider the many different areas of networking as you create your own group of networking contacts to help you secure a teaching job. It is interesting to note that many of the teaching positions that are filled each year are filled by those who came to the attention of personnel managers by recommendation.”

“Always think about adding to your teaching network. When meeting new people, be certain to add them to your network. Talk to them about your skills, education, experience, and learn about their jobs. Make sure that you always ask for a business card.”

Do you have a business card? Is your résumé updated and available online on your professional website?

young-3061653_1920As I laid out in a previous blog “Networking Niceties: The ‘How-To Schmooze’ Guide for Prospective Music Teachers” at https://paulkfoxusc.wordpress.com/2016/04/04/networking-niceties/, the concept of networking is two-way communications. Just like collective sets of nerve synapses, two-way connections are expected to fire repeatedly in all directions. That’s actually the science behind memory. For professional networking, it is your “charge” to create multiple pathways to/from school HR managers and secretaries, administrators, music supervisors and department heads, and music teachers… and YOU – your skills, accomplishments, unique qualities, experience, education, and personality traits.

pcmeaThe above blog-post also explores setting up a good organizational system to manage your professional contacts.

If you are a Pennsylvania collegiate member (PCMEA), I heartily recommend the article “Networking 101” by Dr. Kathleen Melago, PCMEA State Advisor and Associate Professor of Music Education at Slippery Rock University, published in the Summer 2017 issue of the state journal PMEA News (pages 40-42). Here are several quotes from her work:

“One of the most common ways music educators can plan to network is at conventions. First, try to avoid interacting only with people from your school or people you already know from other schools. Go to sessions that interest you and look for opportunities to meet people there. Before the session starts, introduce yourself to people sitting around you. Use your social skills to assess whether they seem like they want to engage in a conversation or not. After the session, go up and meet the presenter.”

“Of course, social media is another great way to build your network. Networking with professionals already in the field can help you see what they are doing and help you build ideas of what you would like to do in your program someday.”

“Sometimes, you might find yourself networking unexpectedly. For example, you might go into school to work with their clarinet section during band camp and just happened to meet the choir teacher. That is networking!”

“To help your networking be most effective you need to have good communication skills. When interacting with others in a networking situation, be sure to focus on the person with whom you are speaking. Avoid looking off into the distance as if you were to anticipating someone else more important coming by. But your cell phone away and be present to the conversation.”

“Be yourself in your networking interactions. If you pretend that you are someone you are not, you will either end up unhappy or you’ll be discovered is someone who is not genuine.”

Dr. Melago goes on to provide a myriad of excellent examples of networking skills and opportunities.

Another resource specifically for networking at music teachers conferences is posted at https://nafme.org/getting-music-conferences/.

 

music-1237358-2 ricardo vasquez

 

engagement

Engagement

Here is an excellent definition of “professional engagement” from “Domains of Teaching” of the Australian Institute for Teaching and School Leadership at https://www.aitsl.edu.au/teach/understand-the-teacher-standards/domains-of-teaching.

Teachers model effective learning. They identify their own learning needs and analyze, evaluate and expand their professional learning, both collegially and individually.

Teachers demonstrate respect and professionalism in all their interactions with students, colleagues, parents/carers and the community. They are sensitive to the needs of parents/carers and can communicate effectively with them about their children’s learning.

Teachers value opportunities to engage with their school communities within and beyond the classroom to enrich the educational context for students. They understand the links between school, home and community in the social and intellectual development of their students.

Engagement for prospective music teacher may include synonyms like “participate,” “enroll,” “join,” “be active,” “volunteer,” “seek experience,” and “make a difference!”

Are you a member of your professional music education associations?

  • NAfME National Association for Music Education
  • PCMEA Pennsylvania Collegiate Music Educators Association, or another state’s local NAfME collegiate chapter
  • pmeaPMEA Pennsylvania Music Educators Association, or another state’s NAfME-affiliated MEA
  • ACDA American Choral Directors Association
  • ASTA American String Teachers Association
  • NBA National Band Association

Did (or will) you attend your state music teachers’ conference and local workshops on music education and professional development?

To prove you are “professionally engaged,” I would expect to see a consistent record of modeling in the following areas:

  1. excited-3126449_1920_RobinHiggins9Self-reflection of the professional’s teaching practices and modification of these as needed to match changes in the environment and circumstances
  2. Self-assessment of the professional’s methods and approaches, as well as the progress of the students’ learning, using both formative and summative methods for constant and ongoing improvement
  3. Identification and planning of professional learning needs.
  4. Unsupervised (or unplanned by school administration) goal-setting and self-guided implementation of opportunities for professional development
  5. Association with professional learning communities, school and community meetings, and other collaborative projects
  6. Volunteer service in music and music education
  7. Membership and subscription to music education journals and participation in online professional community discussion groups

Many have said that aspiring to be a music educator is a lot like a calling. One school superintendent I know said he expected prospective new recruits to show high energy, enthusiasm, sense of purpose, and dedication during the interview… even a supposed willingness to “lay down in front of a school bus” or “do what ever it takes” to make the students (and the educational program) successful. That’s engagement!

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In summary, becoming a music educator is about finding your inner confidence, a mindset that you know what you’re doing, and that you’re ready for that real world experience. You’ve learned those essential skills in conducting, piano accompaniment, arranging, student behavior modification and discipline, music diagnosis and remediation, and even how to market your professionalism. Now… drum roll, please! Here’s… a master music teacher!

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In closing, here are supplementary materials to help you to “get your feet wet,” all free and available online. The following lists, although not comprehensive, are a good place to start (courtesy of https://www.pmea.net/wp-content/uploads/2012/10/Collegiate-Communique-No11-022218-2.pdf):

Good luck!

 

Personal Branding, Marketing, and Networking

Business Cards

Résumés

Portfolios and Websites

Interview Questions, Techniques, and Skills of “Story-Telling”

 

PKF

© 2018 Paul K. Fox

 

Photo credits (in order) from Pixabay.com: “tutor” by nrjfalcon1, “trumpet” by congerdesign, “skills” by diwou, “phone” by Robin-Higgins, “OK” by Robin-Higgins, “feedback” by geralt, “young” by Robin-Higgins, “music” by ricardo-vasquez, “excited” by Robin-Higgins, and “classical-music” by pexels.

The Professional Website

Pre-Service Music Educators Looking for Employment: Build a Web Platform to Promote Your “Brand”

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According to Wikipedia, “an electronic portfolio (also known as an eportfolio, e-portfolio, digital portfolio, or online portfolio) is a collection of electronic evidence assembled and managed by a user, usually on the Web. Such electronic evidence may include input text, electronic files, images, multimedia, blog entries, and hyperlinks. E-portfolios are both demonstrations of the user’s abilities and platforms for self-expression. If they are online, users can maintain them dynamically over time. One can regard an e-portfolio as a type of learning record that provides actual evidence of achievement…”

A couple years ago, I wrote a blog about the “perfect portfolio” for getting a job at https://paulkfoxusc.wordpress.com/2015/11/15/planning-the-perfect-professional-portfolio/. As a review, these elements were endorsed for inclusion in an e-portfolio:

  • Educational philosophy
  • Résumé or Curriculum Vitaeinternet-1181586_1920_the digitalartist
  • Letters of recommendation
  • College transcripts
  • Praxis® exam results
  • Copy of teaching certificate(s)
  • Artifacts of student work
  • Classroom observation documents/evaluations
  • Statement about class management theory (discipline) and the steps that you would take inside your classroom to create a safe and orderly environment
  • Letters from parents commending the work you did with their children
  • Samples of student assessments/rubrics
  • Excerpts (short video or audio recordings) of you performing on your major instrument/voice, solo and chamber recitals, piano accompanying, playing in college ensembles, and especially teaching in as many settings as possible: small and large group instrumental (band and strings), choral ensembles, elementary classroom lessons, extracurricular activities like marching band and musical, private lessons, etc.
  • Pictures (quote from http://www.theeduedge.com/top-five-must-haves-top-five-could-haves-your-teacher-interview-portfolio/): “We cannot emphasize the power of pictures enough when it comes to portfolios. During interviews, committee members are trying to get to know you and trying to envision you teaching. Don’t trust their imaginations to do so, give them pictures… photos or newspaper articles of you teaching students in the classroom, with students on field trips, learning excursions or outside class activities, with children while you are serving in adviser roles, with your students at business-15822_1920_PublicDomainPicturesmusical or athletic events, coaching or working with children in a coaching capacity, as a leader and role model.”

As I said in my article, all of this is “perfect fodder for marketing yourself” at future employment interviews. Do you have “what it takes” to be a professional music teacher?” In your opinion, what makes you qualified (“a good fit”) for a position in our institution?”

I also recommend you revisiting my blog-post “Tips on Personal Branding” at https://paulkfoxusc.wordpress.com/2015/12/16/tips-on-personal-branding/ for steps on warehousing the elements of your “professional brand.”

If your college does not set you up with a free online site, consider a “do-it-yourself” website creator from one of these, and read the rest of this blog-post:

  • WordPress.com
  • Wix.com
  • Weebly.com
  • SquareSpace.com
  • Web.com
  • Yola.com
  • GoDaddy.com
  • eHost.com
  • Site123.com

WordPress is a popular “open source” solution. This means you will need to independently set up a server, download a third party template, manage updates, set up a domain name, and configure everything on your own. This is what I did for this paulkfoxusc blog-site, and I paid zero for a domain name… but more on that later.

 

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The Essential Step-by-Step Guide to Making Your Own Website

One of my favorite online “instruction manuals” for building a website comes from Christopher Heng’s “How to Start / Create a Website: The Beginner’s A-Z Guide” at  https://www.thesitewizard.com/gettingstarted/startwebsite.shtml. Their steps:

  1. Get Your Domain Name.
  2. Choose a Web Host and Sign Up for an Account.
  3. Designing your Web Pages.
  4. Testing Your Website.
  5. Collecting Credit Card Information, Making Money (not needed for us?).
  6. Getting Your Site Noticed.

This should be required reading… but take it slow, and click on all of the secondary links.

Some website builders and managers offer e-commerce and other special features. For a professional website to post your experience and accomplishments, you can avoid the extra cost of these nonessential additional web tools.

web-1738168_1920_CyberRabbitIf you can afford it, purchasing a simple domain name like your first and last name (something easy to remember) would be a great idea. Prospective employers will not have to write down a bunch of numbers, know your birthday, learn your nickname, etc. to find your e-portfolio. If you have an unique middle name or surname, you might luck out and be able to snag (and register) the perfect domain name. This was not possible for me! Do you know how many Paul Fox’s (even Paul K. Fox) are “out there” already taken?

In the process of obtaining an available email label, if needed, try rearranging your name (e.g. listing the last name first?), placing dots between the first and last name, etc.

 

Strategies for Saving Money and Seeking Tech Help

If you are like me, lacking a little confidence about advanced online technology or mastering a complicated website building program, read the following article for a general review of the process and terminology. Take the afternoon off (order a pizza, too) and totally consume it and “A Beginner’s Guide to Creating a WordPress Website” at https://www.smashingmagazine.com/2016/02/beginners-guide-creating-wordpress-website/#article-wpcom-wporg.

I suppose it would be fair to say that college students are not “made out of money,” so going to a professional website designer is probably “out of the picture,” even though this is one of your most essential tools for successfully communicating your brand! Are you going to lay out some big bucks for an impressive looking resume and business card?

However, have you considered the alternative of asking for help from your roommate, class buddy, or other student acquaintance who is majoring in communications? (Would “free pizza” be enough incentive for someone to sit down with you and get you started?)

The most cost-effective approach may be to sign-up for their FREE plan and self-hosting within the WordPress.com environment. (I am still amazed that this entire blog-site of mine, now archiving more than 73 articles, has been 100% free!)

If you desire more features, a free domain name, and no advertising on your site, you can upgrade to a monthly plan for WordPress (or any of the above providers).

 

 

WordPress.com plans

 

For me, WordPress was/is an easy application to use. You do not have to learn a programming language or fancy commands to format your menus and text. There are a lot of samples you can (almost literally) copy. The hard part is just… GETTING STARTED!

One of the first decisions you have to make is to establish a domain name. If you decide to be “cheap” (like me), just create a Google email account with a suitably professional name. If it is available, you set-up one like “first name” + “middle name” + “last name” + “music educator” or something else appropriate. Dots can be inserted as dividers in an email address. Shortly before I retired (and would lose my school email account), I found that paulkfox.usc@gmail.com was available. (USC is where I taught and continue to live.)

It should be noted here that “partying tuba player” and “crazy singer” are probably not good “professional names.” If you need help, just ask your grandmother what she thinks is appropriate. Remember: teaching is one of the most conservative of professions!

WordPressTo create your web site’s identity, WordPress will remove the dots and add their company’s moniker “.wordpress.com” at the end of your email name. That is how https://paulkfoxusc.wordpress.com was born!

Your next choice will be the theme, style, and features of your website… probably challenging because there are so many free templates available. Check these out:

As an example, for this site, I use the FREE “Nucleare” theme by CrestaProject. Their description is the following: “Nucleare is a classic blog theme with a crisp, elegant design and plenty of handy features. A built-in search box, links to your favorite social networks, four widget areas, and beautifully styled post formats make this an ideal theme for your personal blog.” Nucleare also supports the following features:

  • Site logo
  • Social Links Menu
  • Post Formats
  • Custom Menus
  • Widgets
  • Custom Header
  • Custom Background
  • Full-Width Page Template

 

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A Model Music Teacher Website

Educators love it when one of their students leave their classroom and choose to become a significant contributing member to our “exalted” profession! I felt blessed and privileged to have had the opportunity of teaching David Dockan, a trumpet player in both our Upper St. Clair High School orchestra and marching band. He validated some of my advice for marketing himself to land a job, and has created a super website. Go to http://www.daviddockan.com/ and use the password “Music” to view his e-portfolio.

His menu sections:

  • Home (Introduction)
  • Teaching (General, Choral, Instrumental, assigned schools, Private Lessons)
  • Philosophy
  • Musicianship (Performance, Conducting)
  • Resume
  • Contact

A trumpet teacher colleague of mine, Ryan Wolf, messaged me on Facebook after he read the initial posting of this blog. He said he had great success hosting his professional website on Yola.com, but he maintains his e-portfolio on his Google Drive to make it easy to share.

In conclusion, I offer a few more recommendations for your consideration:

  1. Proofread your online presence very carefully… misspellings, bad punctuation, grammar mistakes, or poorly formatted displays would be negative PR and a detriment to your marketing plan.
  2. Websites require frequent updates. Keep yours up-to-date at all times!
  3. Print the link to your professional website on your business card and resume.
  4. Consider placing a Q-Code on your business card that, if scanned on a smartphone, would redirect your contact or prospective employer to your website.
  5. Be careful to obtain permission in advance to video record students for your e-portfolio. During your field experiences or student teaching, ask your cooperating teacher (or his/her supervisor’s) permission. Some schools have “do not photo” rosters. (However, in my district, only a few elementary students were “on the list” and most defaulted to a “permissible” status unless the parent opted out. The principal’s secretary had a record of all exceptions.) It is also suggested that you focus your camera mostly on YOU and not the students, from the back of the classroom or rehearsal facility (possibly from afar), so that the student faces are not clearly discernible. To respect their privacy, in the recorded excerpts, do not use any segment announcing the names of your students.
  6. maintenance-2422172_1920_geraltShowing your versatility, try to assemble a collection of still photos, audio examples, and videos that ideally represent all specialties in music education: choral, dance, general music, concert band and string instrumental, marching band, jazz, theater, etc., and demonstrate your proficiency in multiple settings at all grade levels.
  7. There are many blog-sites with tips on “curb appeal” – layout and design, style, overall impact, style, user-friendliness, etc. Since this involves a cross between artistry and efficiency, these advisors may not agree (one says use large images, another suggests smaller pictures mean faster loading speeds). A few samples:

If you were introducing a new “widget” to the market or promoting a sales campaign, you would spend a lot of time (and money) on advertising. A website and e-portfolio are a job hunter’s advertisement tool. Take advantage of any chance you have to present your personal brand, “sell yourself,” and connect with colleagues in the field of education. Archive your training, successes, and goals. Show off your professionalism, proficiency, and personality to prospective HR people and the decision-makers that hire future staff. Be sure to provide “live demos” of your traits of artistry, collaboration, commitment, discipline, even-temperament, initiative, leadership, mastery of music and education, organization, positive outlook, style, tact, and teamwork.

Good luck!!

PKF

© 2018 Paul K. Fox

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Photo credits (in order) from Pixabay.com: “men” by photoshootings, “beautiful” by PublicDomainPictures, “internet” by thedigitalartist, “business” by PublicDomainPictures, “turn-on” by geralt, “web” by CyberRabbit, “iPad” by fancycrave1, “maintenance” by geralt, and “people” by Akshay93.

21st Century Job Search Techniques

“New Age” Employment Tools for Music Teachers

Portions of this blog-post reprinted from “Job Searching in the 21st Century – The 5 W’s of the Application” in the Summer 2016 issue of PMEA News, the state journal of the Pennsylvania Music Educator Association. Special thanks goes to contributor Joshua Gibson, PMEA State Director of Member Engagement. PMEA members should go directly to the website, download and read the entire insightful article: http://www.pmea.net/resources/pmea-news/.

Hello and welcome to all collegiate music education majors and prospective job seekers! Here are a few more suggestions to help you go out and find the perfect public school music position, especially in Pennsylvania. But first, if you have not read my past blogs on this subject, please click on the above link “Becoming a Music Educator.”

Are you a PCMEA or PMEA member?

pmeaThe number one “tool” for finding a job is not a tool at all – it is all about modeling professionalism, networking with other college students and music teachers, and becoming actively engaged in your state/national music education associations (click on the acronyms to go to their websites) – National Association for Music Education (NAfME), Pennsylvania Music Educators Association (PMEA) and Pennsylvania Collegiate Music Education Association (PCMEA). Interaction with others in your field is essential to build and maintain connections to what is “state-of-the-art” in curriculum/instruction, innovations in teaching and technology, news, trends, and other information related to the field of music education, and even “leads” to possible openings in PA school districts via job banks and conversations with other colleagues at state conferences and meetings. If you are not already a member of NAfME and PCMEA, you are walking away from numerous opportunities and benefits that could help you land a job!

The Mobile Resume

Much has been written about the curriculum vitae (CV) or employment resume. One recommendation is for it to be constantly updating, adaptable, flexible, and “very digital.” dockan1Your “travel document” (paper copy you bring to the interview or “one-of-kind” attachment in response to email application) should be easy-to-modify based on the specific job posting to which you are applying. Your philosophy, goals, education, and teaching experience should focus on and reflect your competencies in alignment with the requirements for the music position. Your professional website and online resume should be more “general” and not rule out being considered for employment assignments outside your major. The PA teaching certificate states you are licensed to teach music in grades pre-K to 12… which means you should be qualified for any opening in elementary, middle, and high school general music, band, choir, jazz, keyboard lab, and strings, right?

If your professional “contacts” (or the school district’s website) help you discover more specifics about the type of music position to which you are applying, you can include on your resume past performances and interactions with students even remotely related to this subject area, as well as become better prepared for the questions and a demonstration lesson at the interview. For example, the school district from which I retired recently began looking for a middle and elementary school band director and high school assistant marching band director. Even if you majored or emphasized in voice, piano, or strings in college, “if you really want the job,” you should be able to revise your resume to include such experiences like playing the flute in your HS marchingdockan2 band for a year, conducting a small instrumental ensemble to accompany your youth church choir, giving a few summer lessons to the bell players in the local drum line where you live, etc. In addition, prior to the first employment screening and mock lesson at the interviews, you could “bone up” on your instrumental methods, suitable middle and elementary band warmups/literature, the meaning/concept of “middle school education,” and perhaps even pull out and brush up playing a few scales on that flute (or whatever) in your closet.

Electronic Business Card

Past blogs (see https://paulkfoxusc.wordpress.com/category/marketing-professionalism/) discuss personal branding, the set-up of a professional website, business cards, and networking. Have you thought about placing a Q code on your business card that scanning would go directly to your e-portfolio and sample recordings, perhaps displaying an excerpt from your senior recital and several videos of your teaching or conducting?

Check out these online resources that are “pro” using a Q code:

To be fair, these sites recommend against placing a Q code on your card:

At the every least, you need to print on your business card the URL listing to your website or LinkedIn pages… access to find “everything you always wanted to know about” you as a candidate.

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Where Are the Jobs? Websites and Online Hiring Agencies

PMEA State Director of Member Engagement Joshua Gibson shared his research on using the Internet to search for music teacher openings posted in Pennsylvania. (PCMEA and PMEA members should read the entire article, “Job Searching in the 21st Century – The 5 W’s of the Application Process” on pages 62-63 in the Summer 2016 issue of PMEA News.)

With descriptions printed in the journal, you should become familiar with these sites:

PMEA Educational Entities Map

pcmeaAnother great reason you should be a member of your professional association (PMEA or PCMEA) if you are looking for a job in PA is… the PMEA Job Board. Many PMEA members have relied on the Job Board for the most recent information when it comes to available PA music teacher positions.

Adapted from Google Maps, Gibson recently created/unveiled the latest interactive tool to facilitate a hunt for PA musical jobs: PMEA Educational Entities Map. His explanation:

The PMEA Educational Entities Map will “allow anyone to be able to search jobs in any geographical area in the Commonwealth of Pennsylvania. You can sort by Public School Districts (red), Charter Schools (blue), Career and Technology Centers (green), High Education (yellow), and Intermediate Units (orange).”

The job seeker can also use a specific PA county overlay to outline a specific area, as well as correlate with the PMEA District and PMEA Region maps.

In summary, “Once you click on the specific entry, you will be given the name, address, phone number, website, the employment website, and county of residence.”

For more information about the PMEA Job Board, go to http://www/pmea.net/job-board/. Gibson invites comments or questions for using the PMEA Interactive Map at jgibson@pmea.net.

dockan4

Break-a-leg! Hopefully these 21st Century marketing hints will do the trick! Best wishes on starting (or restarting) your music teaching career!

Photo credits: David Dockan, my former student and graduate of West Virginia University. Check out his professional website: http://www.daviddockan.com/.

Additional Blogs of “Tips and Techniques” for Getting Hired

 

PKF

© 2016 Paul K. Fox

Interview Questions Revisited

New Getting a Job Tips for Prospective Music Teachers

The Interview Playbook: Directing a Showstopping Performance in Interpreting and Reciting Your Lines!

All the world’s a stage,
And all the men and women merely players;
They have their exits and their entrances,
And one man in his time plays many parts… – William Shakespeare

 

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How do you get to Carnegie Hall? Practice, practice, practice! How do you market yourself, take interviews, and succeed in landing a job? Practice, practice, practice!

This article reviews rationale and methods to intentionally prepare, rehearse, “stage,” and “act out” your answers to interview questions.

tie-690084_1280Depending on the structure of the interview, the hiring procedures of the institution, and the type of session (whether it is a general screening prior to any job opening, or the first round, second round, demonstration lesson, final round with the superintendent, etc. in order to fill a specific position), you will be exposed to many different kinds of questions.

Listed below are 71 samples of what might be asked at interviews for a school music posting. As they say, it is time to “woodshed” your upcoming performances!

The first step is to think up as many examples as possible of past incidents that exhibit your mastery of core standards in teaching, critical thinking and problem solving, professionalism, music and academic accomplishments, and all positive interactions with children, in both musical and non-musical settings. Assemble and catalog these successful “scenes” (even write them down) to prep your responses for the interview.

business-819287_1920As I go out to help at job fairs and mock interviews for music education majors, I advise the soon-to-be candidates to practice their storytelling skills and recall relevant personal anecdotes in order to satisfy the interviewers’ questioning, promote an image of competency and self-confidence, “show that you have what it takes” and would be a “good fit” for their school district, and ultimately “ace” the examination.

One example I give the “recruits” is probably more suitable to a sales position. If an interviewer asks something like, “What was your first job?” – your response should not be a quick rejoinder of several words like “a paper route.”  To enhance your “personal brand” and illustrate your character, proficiency, and work history, you should take the opportunity to tell a story about that first “gig.” Describe what you did as the neighborhood paperboy, perhaps revealing a little insight into the kind of entrepreneur interview-1018332_1920you are, adoption of “customer-first” philosophy and habits, a savvy business sense, focused motivation, and a strong work ethic. Narrate an anecdote rather than list facts. Plan (and dress rehearse) something like this script: “My route was small, so I surveyed my existing customers, asked about their needs, desires, and their definition of a ‘perfect paper delivery,’ and how I could help them. I tagged and followed-up on their unique requests, like ‘hiding the pile of papers that end up accumulating during vacation periods’ (advertising to the world that homeowner is out-of-town), and ‘when NOT to place the paper in the screen door early in the morning so as to avoid waking up the dogs and the whole household.’ I also solicited business from non-subscribers, asking them how I could be of assistance. Pretty soon, word got around, and my enhanced customer-care translated into almost doubling the number of the people on my route.”

Next, with or without help from your peers (your future competitors in the job market), set-up one or more video recording sessions of “mock interviews.” Put yourself in the shoes of the both the interviewer and the interviewee… randomize and select questions from the lists below (take representative samples from all three categories for multiple interview-717291_1920settings) and form your responses. View and assess your performances. What are your strengths and weaknesses, and what improvements could be recommended? Besides the content and clarity of your answers, monitor and evaluate your body language, eye contact, and posture, vocal tone and projection, and those intangibles like “charm,” “attitude,” and “first impressions.” If you do this in a group (roommates, collegiate music education chapter, methods class, etc.), request feedback from your “critics.”

Finally, here are five more considerations for successful interviews:

  1. Answer the questions as truthfully as possible. Be true to yourself. Never try to predict or recite what you think the interview panel wants to hear. Also, keep in mind, “anything you say may be held against you…” such as declaring a willingness to participate in a host of extracurricular activities, sports, student council, and other clubs. If you claim you want to become the marching band director, musical choreographer, swim coach, Sadie Hawkins dance organizer, and yearbook sponsor, the administrators (who are always seeking to fill these positions) will expect you to sign up for all of these extra-duties in your first year!
  2. Some questions may be designed to see how you respond to stress. Although no longer considered a valid measurement of intellectual capacity or emotional stability, exchange-of-ideas-222787_1920“stress interviews” are still conducted by some institutions. You’ll know immediately if for some reason you are thrown into one of these seemingly “hostile environments.” No matter what you say or how you respond to a question, the interviewer(s) will exhibit a negative attitude, look disinterested, inattentive, unimpressed, or disappointed, or even act angry, belligerent, or argumentative. Talk about “playing to a dead crowd!” Actually, their sole purpose is to evaluate your behavior during artificially-induced tension or conflict. Your only strategy? Play the game! Stay calm, cool, and collected.
  3. It is not a crime not knowing the meaning of a single educational term, solution to a problem, or failing to answer a question. If you are just starting out in your career, recently completed coursework in music education, don’t be surprised if a question or two is beyond your study or experience. Just admit it! You could say something teacher-1013970_1920like, “I haven’t had the pleasure of teaching long enough to totally comprehend what I would do in that situation.” Or perhaps, “I am not to familiar with that term/method/philosophy, but I am willing to research it, ask my building principal or supervisor for his/her advice,” etc.
  4. Don’t get carried away, offer too much information, or share irrelevant personal information or random opinions. Listen carefully to the question. Be precise and stay “on topic.” Refine your response to a specific story to back up your perspective, understanding, and/or success in dealing with the issue. And, as the dictionary defines “run on,” don’t “blab, blubber, blurt, cackle, chat, gossip, gush, jabber, mumble, mutter, prattle, rant, rave, run off at the mouth, trivialize, or yak!”
  5. Search and consume every job resource and advice you can get your hands on. Peruse the numerous articles about marketing your professionalism, branding yourself, creating e-portfolios, taking interviews, etc., and additional materials in the “Becoming a Music Educator” menu link at the top of this page.

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“The world is a stage” and now you need to “act your part” when participating in employment interviews. Carefully prepare to show-off the best elements of your training, skill sets, and personality traits. In the field of music and music education, we preach “perfect practice makes perfect,” so apply your performance know-how to interview storytelling and get ready for the questions! The stage is now yours! “Break a leg!”

The word “theater” comes from the Greeks. It means “the seeing place.” It is the place people come to see the truth about life and the social situation. – Stella Adler

Most Popular Interview Questions

  1. Who had the greatest influence on you to become a music teacher and why?
  2. What are the most important qualities of an outstanding educator?
  3. What is your personal philosophy of student discipline?
  4. How would you assess the learning in your classroom/rehearsal?
  5. What purpose does music education serve in the public schools?
  6. What is the importance of professional development and how will you apply it to your career?
  7. What are your personal goals? Where do you see yourself in ten years?
  8. How do you recruit students to “grow” a music program?

Questions on Philosophy or Core Teaching Standards

  1. Concerning music education, what is your philosophy, vision, and mission? (Educational Philosophy)
  2. child-375354_1280What is your view of the teacher’s role in the classroom? (Educational Philosophy)
  3. What is most important to you (and why): music content, outcome, or process? (Educational Philosophy)
  4. Describe a successful lesson plan you have developed. (Knowledge/Education)
  5. What rules and expectations would you establish in your classroom? (Classroom Management)
  6. How will you control behavior in large ensembles? (Classroom Management)
  7. How would you deal with a difficult student who has gotten off-task? (Classroom Management)
  8. How will you incorporate the use of technology in your classroom? (Technology)
  9. How have you utilized technology to assist in instructional preparation? (Technology)
  10. Summarize a list of software programs and other technology you have mastered. (Technology)
  11. Describe your strengths in oral communications and public relations. (Oral Expression)
  12. How would you disseminate information to the students in support of your daily lesson targets? (Oral Expression)
  13. Provide sample announcements you could make at an a) open house or b) public performance? (Oral Expression)
  14. Discuss your strengths in writing and/or written communications. (Written Expression)
  15. school-1063561_1920What role does the Common Core have in general music (or music ensembles)? (Written Expression)
  16. Describe your last or favorite college essay or article on music or curriculum. (Written Expression)
  17. Describe your leadership style. (Leadership)
  18. What actions would you take to get a group of peers refocused on the task at hand? (Leadership)
  19. Illustrate your role in a group project or collaborative assignment. (Leadership or Teamwork)
  20. How would you involve students in the decision-making or planning of your classes/ensembles? (Teamwork)
  21. How would you involve parents in your music program? (Teamwork)
  22. How would your musical peers describe you? (Judgment)
  23. How do you typically model professionalism and judgment in dealing with conflict? (Judgment)
  24. How do you differentiate and teach to diverse levels of achievement in your music classes? (Problem Solving)
  25. Describe a difficult decision you had to make and how you arrived at your decision. (Problem Solving)
  26. How will you accommodate students who want to participate in both music and sports? (Problem Solving)
  27. How do you insure that long-term plans and music objectives are met? (Planning and Organization)
  28. Illustrate a typical musical (or marching band or ensemble) production schedule. (Planning and Organization)
  29. children-593313_1920How would you structure a general music (or ensemble rehearsal) classroom of the future? (Innovation)
  30. Share an anecdote about a new or innovative teaching technique you have used in music. (Innovation)
  31. Describe a project you initiated (or would initiate) in your teaching or extra-curricular activity. (Initiative)
  32. What motivates you to try new things? (Initiative)
  33. How much time outside the school day should a music teacher be expected to work? (Initiative)
  34. How would you define professional commitment in terms of music education? (Dependability)
  35. What after-school activities do you plan to become involved? (Dependability)
  36. How do you cope with stress? (Adaptability)
  37. How do you manage shifting priorities or changing deadlines? (Adaptability)
  38. Why did you choose to become a music teacher? (Self-Insight/Development)
  39. In your own music-making or teaching, of which are you most proud (and why)? (Self-Insight/Development)
  40. If you could write a book, what would the title be? (Self-Insight/Development)
  41. What hobbies or special skills do you have which may influence your future activities? (Energy/Enthusiasm)
  42. In what extra-curricular activities did you participate at the HS and college level? (Energy/Enthusiasm)

Content-Specific Questions & Demonstration Lessons

  1. How would you teach “steady beat” or pitch matching in the primary grades? [GENERAL MUSIC]
  2. How and when would you teach syncopation to the intermediate grades? [GENERAL MUSIC]
  3. Describe in detail an introductory lesson on improvisation using 12-bars blues progression. [JAZZ]
  4. How would you assess the learning in EL/MS music classes? [GENERAL MUSIC]
  5. What marching band style do you prefer to teach and perform in the halftime show, and how would you organize the marching auxiliary units (majorettes, color guard, dance team, and/or drum line)? [BAND]
  6. music-726962_1920How would you improve the intonation/tone quality/bow technique of a string players? [STRINGS]
  7. Describe the selections you would program for a EL/MS/HS choral/band/orchestra concert in December/May. [ALL]
  8. How would you assist fifth graders performing dotted quarter/eighth combinations hesitantly or incorrectly? [ALL]
  9. When and how do you present the concepts of shifting/spiccato/vibrato to string students? [STRINGS]
  10. Describe a lesson in which you would use classroom instruments. [GENERAL MUSIC]
  11. How do you advise/assist in the student’s selection of a beginning band instrument? [BAND]
  12. What criteria and methods should be used assign voice types for your EL/MS/HS chorus? [CHORAL]
  13. What steps would you take to improve an ensemble’s phrasing/blend/balance? [BAND/STRINGS/CHORAL]
  14. Discuss the process you use in developing the singing voice. [GENERAL MUSIC/CHORAL]
  15. Describe your background and knowledge of each of the following methodologies: Orff, Kodaly, Gordon, Suzuki, Dalcroze. [ALL]
  16. What are your keyboard skills like? Vocal skills? Secondary instrument skills? [ALL]
  17. How would you warm-up a band/chorus/orchestra? How do you tune instruments? [ALL]
  18. Show us how you would start a piece in general music/band/chorus/orchestra. [ALL]
  19. Tell us about a composition/improvisation/multimedia project you have done with students. [ALL]
  20. How would you integrate music with the other academic subjects in the EL/MS/HS? [ALL]
  21. What are the most common problems for beginning instrumentalists/vocalists? [ALL]

 

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PKF

© 2016 Paul K. Fox

Hints for the Job Search Process

Ten (More) Tips to “Bag” Music Teacher Employment

man-showing-portfolio-1307965I will probably never tire writing articles for new or prospective music educators seeking a public school position. I am subject to a flash of inspiration – epiphanies or revelations – at any moment, many of which come while I am walking the dogs or driving the car. Here are some random loose-ends I have not covered before, the results of recent bouts of brainstorming and mind wandering! Hopefully, they will provide you additional insight towards success in the job hunt process. Good luck!

  1. First stop? Under “Becoming a Music Educator,” a link at the top menu of my WordPress site, there is a summary of all previous articles for getting a job. I have included many resources and recommended links to samples and blogs from “the experts” in developing marketing skills, personal branding, preparing for interviews, and e-portfolios. My blogs are presented in a suggested sequential order, so it would probably be a good idea that you read all of them chronologically beginning with “Marketing your Professionalism.” A copy of my PowerPoint slide handouts for presentations at collegiate music education seminars and PCMEA workshops is also posted.
  2. Timing is everything. Teachers who are planning to retire usually have to notify flip-calendar-1-1149834their school administration in the months of February, March or April to receive some of their “golden handshake” benefits. For the school district, it helps them plan for future hiring. For you, it should focus your attention and organize your work at a time when the jobs are just becoming available. (Don’t wait for summer vacation!)
  3. What is saturation? In “the old days” when I was fresh out of the university and looking for public school music employment, I used my own version of saturation marketing. I took the metal-end of a compass point and pushed it in a map on the spot where I was living. The pencil-end was stretched as far as I was willing to travel in one day to go to work (for me, seven PA counties). The circle that I drew represented the targeted school districts that I spent most of my effort. Of course, today we use online application registries such as OLYMPUS DIGITAL CAMERAPA-educator.com which broadcast data on the pool of candidates. Regardless, I sent a custom-designed letter to every superintendent of school “in my hot zone” announcing that I was interested, met all education and certification requirements, and was available for immediate employment consideration. You should prominently share the name/location of your professional website. In addition, this would be the perfect place to mention if you student-taught or served as a private teacher, coach, summer camp counselor, or marching band/musical assistant in their area. For me, this meant a lot of extra work (looking-up the names/addresses, and you can’t just send a blanket form-letter “To Whom It May Concern”), but it seemed to give me a little edge, a foot in the door so-to-speak, and the opportunity to place follow-up calls later to the HR department to confirm they received the letter and did not need anything to add to the file (transcripts/portfolio, etc.). If you’re not restricted to a specific geographic area, saturation this way would probably not be feasible.
  4. Enhance your online presence! The more I think about the process that today’s graduates must go through to get a music teaching job, the more I am convinced that digital portfolios and a website would be essential to show off your skills, experiences, and accomplishments. I would even go as far as to suggest the purchase a premium www-1213940domain name (something simple like yourname.edu or .com). Graduating this year from West Virginia University, my former student David Dockan (www.daviddockan.com), among a host of others at https://www.mcgill.ca/edu-e3ftoption/portfolios, http://music.psu.edu/musiced/e-portfolio.html, and http://cft.vanderbilt.edu/guides-sub-pages/teaching-portfolios/, have excellent sample postings for your perusal.
  5. You need to research the school districts in your area for potential of job openings. If you graduated from a local school, a good person to ask is your former high school band, choral and orchestra directors. They probably go to music festivals and other events and would hear “through the grapevine” who may be transferring, going on maternity leaves, or considering retirement.
  6. Like it or not, you will be judged on how you look! In another blog, I talked about coming to the interview in “business-professional formal dress.” Try to avoid OLYMPUS DIGITAL CAMERAanything trendy, mod,  or “cool,” and guys, this means you wear a tie and a jacket. Unkempt or unusual length/coloring of hair, extra body piercings, and visible tattoos will not help project the classic corporate image of “conservatism” which most administrators seek in teachers. Sure, you do have the right to be “unconventional,” “artsy,” “one-of-kind” or “make a statement,” but you also have the right never to get a public school job!
  7. Preparing digital samples of your teaching is important! Do this NOW while you are still in college. In a previous article, I have already strongly urged you to limit “specialization” and instead take pictures of all kinds of interactions with music kids: band and string lessons and small ensembles, large group conducting, choral practices, general music classes, dance/drama coaching, marching band rehearsals, etc. However, there is the issue of getting permission to photograph or video the students you are teaching in field experiences, problems with displaying their faces up-close in your e-portfolio and website (and definitely NOT printing their full names). In my school district, we have a “do not photo” list in each building, so just check with the school secretary where you are student teaching. This is also a concern for summer camps, recreational programs, church groups, etc.
  8. Testimonies are great! Don’t be shy! As far as I am concerned, you are within your right to “beg” for a congratulatory note or a thank you letter from a parent to insert ilettern your portfolio. This would look particularly good fulfilling Charlotte Danielson’s Domain 4c “Communicating with Families” in  The Framework for Teaching (see https://paulkfoxusc.wordpress.com/2015/08/09/criteria-for-selection-of-the-ideal-teacher-candidate/. Probably, I would approach it this way:  “Thank you so much for your kind comments. I am a budding music teacher, and need to get a few notes from parents to add to my portfolio. Would you be willing to send me something?” This process should be repeated with cooperating teachers and other professionals with which you have a relationship in music education.
  9. Go to www.majoringinmusic.com. I stumbled on this delightful website that gives comprehensive resources for majoring in music and preparing for the job market!  You should especially read their article, “7 Things Music Education Majors Can Do key-to-success-1307591When Facing the Job Market” at http://majoringinmusic.com/7-things-music-education-majors-can-do-make-themselves-more-employable-2/, “hitting the nail on the head” about this topic! They have given me permission to share their outline below. (Do these sound familiar? They are preaching from the same pulpit as many of my past blogs!)
    • Be an outstanding musician.
    • Learn how to improvise.
    • Acquire entrepreneurial skills.
    • Become as broad-based and well-trained as possible.
    • Combine advocacy with exchange to create better programs.
    • Learn all you can about relevant technology.
    • Keep an updated list of your skills, relevant experiences, and training.
  10. College students who collaborate have a significant advantage. As they say, “there is safety in numbers,” and the concept of teamwork would do you well in the college-building-1622355employment search process and preparation for interviews. For examples, you already have many lists of employment screening questions: https://paulkfoxusc.wordpress.com/2015/09/01/a-blueprint-for-success-preparing-for-the-job-interview/. It is inconceivable to me that you are not already spending massive amounts of time together, with or without your head music education professor(s):
    • Dividing up the work load in finding contacts and possible job openings in local school districts.
    • Helping each other with the proofreading process of writing/designing resumes, cover letters, a philosophy of music education, and a personal professional website.
    • Holding numerous mock interview sessions, jointly assessing your class mates’ responses to possible interview questions and story-telling skills.

PKF

© 2016 Paul K. Fox

Tips on Personal Branding

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Prospective Music Teachers: Why Personal Branding Might Help You Land a Job!

“A brand is anything—a symbol, design, name, sound, reputation, emotion, employees, tone, and much more—that separates one thing from another.”

– Neil Patel and Aaron Agius

optimism-1241418Quick – Who are you? Define yourself in three words!

This is one of the most common job interview questions. In my past blogs on the subject of getting a music teaching job (see https://paulkfoxusc.wordpress.com/category/marketing-professionalism/), we explored preparing for interviews, planning portfolios, developing stories/personal anecdotes of your strengths, defining criteria for the ideal music teacher candidate, and understanding the term “professionalism” as it applies to music education. Now to wrap-up your “marketing plan,” it is time to dive into “personal branding” as it is presented by quite a few experts in the field.

business-card-1238267What is Personal Branding? Google defines it as “essentially the ongoing process of establishing a prescribed image or impression in the mind of others about an individual, group or organization.”

Branding is critical to help you “stand above the rest,” showing you have what it takes and would be a major asset to a prospective employer, and marketing your own unique qualities that would make you “a good fit” for the specific job opening. But you don’t have to take my word on this… a quick search on the Internet yields numerous articles on branding and marketing yourself.

The question is no longer IF you have a personal brand, but whether you choose to guide and cultivate the brand or to let it be defined (or assumed) by others on your behalf.

According to Shama Hyder, bestselling author of The Zen of Social Media Marketing, “The term branding has long been relegated to companies, but today almost every individual has a personal brand. Not many of us have consciously cultivated these brands, but they exist nonetheless. A digital footprint in the sands of time and space crowd sourced by friends, colleagues, and bosses. According to an AVG study, 92 percent of children under the age of two already have a digital footprint.”

At http://www.forbes.com/sites/shamahyder/2014/08/18/7-things-you-can-do-to-build-an-awesome-personal-brand/, Hyder posted “7 Things You Can Do to Build an Awesome Personal Brand,” including the following outlined summary. (Take a look – you won’t be sorry!)
  1. A young caucasian woman outdoors in a meadow, working on her computerStart thinking of yourself as a brand
  2. Audit your online presence
  3. Secure a personal website
  4. Find ways to produce value
  5. Be purposeful in what you share
  6. Associate with other strong brands
  7. Reinvent

You can learn something about branding from an accountant. In “Five Tips on Branding Yourself” (by the American Institute of CPAs) at http://www.aicpa.org/InterestAreas/YoungCPANetwork/Resources/Career/Pages/FiveTipsToBrandingYourself.aspx, steps are offered to help build a positive image and promote your professionalism. Branding helps “to remain current in your field, opens doors for you, and creates a lasting impression…”

  1. Define your brand and become an expert.
  2. Establish a presence.
  3. Generate brand awareness through networking.
  4. Remember the 3 Cs of brandingclarity, consistency, constancy.
  5. Get feedback from those who know you best—at work, at home, anywhere.

marching-band-1440110-1For #1 above, hopefully you have already read my epistle (see https://paulkfoxusc.wordpress.com/2015/07/04/marketing-yourself-and-your-k-12-music-certification/) on not limiting your options or selling yourself short as a music specialist (e.g. band director or elementary vocal teacher). If you want a job with a Pennsylvania Music K-12 Instructional certificate or equivalent, you have to be “expert” on all types and grade levels of public school music.

The music curriculum leader/department chair/lead teacher involved in the employment screening will want to know your mastery of creating lessons in everything from the foundations of “steady beat” and “matching pitch” to developing advanced technique and musicianship in any/all instrumental and vocal ensembles, including jazz improvisation, a cappella singing, and string chamber music.

However, principals, HR staff, and other administrators will likely care more about your classroom management skills, ability to communicate and work with others, personal initiative and willingness to work after school and in the evenings, record of consistent attendance (low incidence of absenteeism or tardiness re: college classes and other work history), and other personality characteristics. Believe it or not, at more than one interview, I was asked, “Since you call yourself trained as a musician, are you temperamental?”

The single most comprehensive publication on branding (and it looks like it is provided as a free service!) is The Complete Guide to Building Your Personal Brand by Neil Patel and Aaron Agius” at https://www.quicksprout.com/the-complete-guide-to-building-your-personal-brand/.

According to them, the greatest rationale for building your personal brand is that it opens up more professional opportunities. “Creating a vision for your future and implementing that vision can lead to a better job…” You should take time to read the guide’s chapters in detail:
  • your-brand-new-website-1-1058679How to Create Your Personal Brand Vision
  • How to Define Your Target Audience
  • How to Build Up Your Online and Offline Assets
  • How to Build Your Brand Through Outreach
  • How to Get Free Press Coverage
  • How to Connect with Mentors
  • How to Monitor your Brand
  • Be Yourself Because Everyone Else Is Taken

After you peruse all of the above material on personal branding, here are my top ten “takeaways” specific to every budding music teacher.

  1. Your personal brand is everything about you – your values, attitudes, integrity, initiative, work ethic, skills, and personality traits.
  2. Remember, a career in public/private school education is based on very conservative values. Be cognizant of what you say, how you look and act, and the overall image you portray. “Everything you say and do (or have ever said or done) may be used against you…”
  3. In this profession, there’s no place for too much levity or a lack of respect for conformity, longstanding traditions, and the orthodox. At my first job interview, I carelessly made a crack about signing an outdated “loyalty” oath (“I promise I am not a communist and will not try to overthrow the government…”), the result of which the superintendent gave me a major tongue-lashing and a 20-minute lecture on patriotism (but, somehow I still got the job!).
  4. shame-1431469Clean up your social media sites (Facebook, etc.). A photo of you and your college buddies drinking “adult beverages” in bathing suits at a beach may be misinterpreted. Google your name to see what comes up. How would you define the content you see of yourself online?
  5. Create a personal website to warehouse the elements of your “professional brand,” including your philosophy of music education, mission, goals, and a digital resume of your education,  experience, and accomplishments. If your college/university does not set you up with a free online site, explore “doing-it-yourself” with WordPress, Wix, or Weebly.com.
  6. The only social medium I can recommend without reservation is LinkedIn. Create and optimize your professional identity on LinkedIn, everything from getting an excellent photo of yourself to providing copious samples of your references, writing, hands-on teaching experiences, etc.
  7. If you have personal essays on your educational philosophy and vision, share your priorities as they relate to music curriculum, lesson targets, concert programming, assertive discipline, collaborative projects, and professional development, and always be ready for the most commonly asked interview questions (beat them to the punch by posting in writing your thoughts): Why is music essential to a child’s education? Why did you choose to become a music educator? Who had the greatest influence on you and why? What are your greatest strengths and weaknesses in this field?
  8. PaulFox_LogoIf you have time, design a personal logo, a symbol of you wherever you go on websites, e-mail footer, digital and printed portfolios, business cards, etc. Although I retired in 2013, I created the illustration at the above right. It implies that I am “a happy fox” (my last name), involved in music, and especially love a certain Beethoven symphony, reinforcing that I am an orchestral musician.
  9. Better than providing quick one or two-sentence answers to the interviewers’ questions, try to assemble a collection of personal anecdotes that dramatically illustrate your musical and teaching skills, critical thinking and problem solving, personality traits like patience, compassion, self-control, and thoughtfulness, and past successes. (For more information on developing story-telling skills, go to https://paulkfoxusc.wordpress.com/2015/08/02/when-it-comes-to-getting-a-job-s-is-for-successful-storytelling/).
  10. Whenever possible, archive your student teaching and other field experiences. “A picture says a thousands words!” Post short online video, audio, and photo examples of your positive interactions in music and with students in all kinds of settings.

One final thought. The best advice I have learned about branding is that it is all about “work in progress.” According to Adii Pienaar in “How to Build Your Personal Brand: The Next Step to Anything” (http://thenextweb.com/entrepreneur/2013/08/18/your-personal-brand-the-next-step-to-anything/), “Your brand is a living organism just like you are as a human and it needs to mirror the same kind of progression, evolution and maturation that you experience in your own mac-stuff-4-1500018life. Whilst legacy is important (as it gives context to your brand), continuous improvement and change should be part of how you shape your brand over time.”

He adds, “Your brand should make mistakes and you should have the opportunity to learn from them.” Just like a model college-entrance essay relating how you have persevered and adapted to life’s challenges and solved problems, your online presence should reveal your dedication to and steps towards self-improvement.

Finally, I echo Pienaar’s conclusion that there is no time like the present to get to work on personal branding: “Start today and brand shamelessly.”

 

PKF

© 2015 Paul K. Fox

Planning the “Perfect” Professional Portfolio

Prospective Music Teachers: Here’s How to Create an Online Employment Profile/Dossier

“In short, creating a portfolio involves reflection, collection, selection, and connection.”

Read more at: http://langwitches.org/blog/2009/07/17/digital-teaching-portfolios/

To quote Cheryl Frazes Hill in “A Portfolio Model for Music Educators” in Music Educators Journal, Vol. 95, No. 1 (September 2008), pp. 61-72, “The portfolio used in education is an organized collection of artifacts (examples of works) documenting a person’s skill and growth in an educational program and a career.”

First, you need to do your homework – a comprehensive collection of “all the good stuff!” To support this, number 7 in the MajorMusic.com blog of “Seven Things Music Education Majors Can Do to Make Themselves More Employable” is “Keep an updated list of your skills, relevant experiences, and training.” (Peruse the whole article at http://majoringinmusic.com/7-things-music-education-majors-can-do-make-themselves-more-employable-2/).

I have always suggested to my college-bound students that they reserve a spot on their computer’s desktop, a file (appropriately) named “ME,” and place in it a bulleted document with chronological descriptions and dates of special achievements, awards, and appointments. From time to time, more updates of “good news” should be added. In addition, archive (drag into the folder) accompanying scans/pictures of all music programs, congratulatory letters, certificates of achievements, newspaper clippings, etc. In college, this should be expanded to include documentation and anecdotes/stories/reflections about music and music education field experiences, accomplishments, and especially any problems identified and problems solved. All of this is perfect fodder for future interviews… Do you have “what it takes” to be a professional music teacher?” In your opinion, what makes you qualified (“a good fit”) to be hired for a position in our institution?”

According to The EDU Edge at http://www.theeduedge.com/top-five-must-haves-top-five-could-haves-your-teacher-interview-portfolio/, the following “must-haves” and “should-haves” (paraphrased) should be incorporated into your portfolio:

  1. Educational philosophy
  2. Résumé or Curriculum Vitae
  3. Letters of recommendation
  4. Artifacts of student work
  5. Classroom observation documents/evaluations
  6. Statement about class management theory (discipline) and the steps that you would take inside your classroom to create a safe and orderly environment
  7. Letters from parents commending the work you did with their children
  8. Pictures (A direct quote The EDU Edge: “We cannot emphasize the power of pictures enough when it comes to portfolios. During interviews, committee members are trying to get to know you and trying to envision you teaching. Don’t trust their imaginations to do so, give them pictures. Pictures bring it together for committee members and verify the reality that you are meant to work with children. For this reason we recommend photos or newspaper articles of you: teaching students in the classroom, with students on field trips, learning excursions or outside class activities, with children while you are serving in adviser roles, with your students at musical or athletic events, coaching or working with children in a coaching capacity, as a leader and role model.”)

To this list, I would add a copy of college transcripts, Praxis® exam results, teaching certificate(s), samples of student assessments/rubrics, and excerpts (short videos) of you performing on your major instrument/voice, solo and chamber recitals, piano accompanying, playing in college ensembles, and especially teaching in as many settings as possible: small and large group instrumental (band and strings), choral ensembles, elementary classroom lessons, extracurricular activities like marching band and musical, private lessons, etc.

An excellent overview on this subject is from “our number one professional music teachers’ association” – the National Association for Music Education (NAfME): http://www.nafme.org/do-i-need-a-digital-teaching-portfolio/.

Carol Francis offers “Sixty Clean and Simple Examples of Portfolio Design” for WordPress users at http://www.onextrapixel.com/2013/01/23/60-clean-and-simple-examples-of-portfolio-design/.

It is worth downloading “ePortfolios in Music Teacher Education” by Vicki Lind from Innovate: Journal of Online Education at http://nsuworks.nova.edu/innovate/vol3/iss3/4/.

Numerous college and universities across the country have their own requirements and recommendations in the development of online credentials. Take a look at the Penn State University School of Music site “Undergraduate e-Portfolios” at http://music.psu.edu/musiced/e-portfolio.html. Another excellent outline is provided by the University of Texas at San Antonio at http://music.utsa.edu/docs/DevelopingPortfolio.pdf. Finally, Vanderbilt University’s Center for Teaching site offers good models and information on “Teaching Portfolios” at https://cft.vanderbilt.edu/guides-sub-pages/teaching-portfolios/.

In conclusion, take some time to examine the sample teaching portfolios (below) for more insights on design, style, and content. I also recommend you read my blogs on other subjects of “marketing professionalism” (click on the category link to the right of this article).

Good luck! PKF

“Imitation is the sincerest form of flattery” – Charles Caleb Colton

© 2015 Paul K. Fox

Criteria for Selection of the “Ideal” Teacher Candidate

“A good teacher can inspire hope, ignite the imagination, and instill a love of learning.”    – Brad Henry

Standards and Benchmarks of Top-Rated Educators in Music and Other Academic Subjects

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The best way to prepare for a job interview is to become aware of how you will be judged in comparison with your peers. What are the standards (or behaviors or criteria) of outstanding teachers? For what are administrators looking to fill the vacancies and build/maintain a quality staff?

Interviews will sort out (and rank) the competencies, certifications, education levels, and overall experience of the candidates. Obviously, mastery of subject content and teaching methods will be evaluated. However, you may be surprised that significant focus will be placed on personality traits, social skills, and evidence of personal drive, reliability, versatility, vision, and habits of professionalism.

In short, you may be the best musician this side of the Mississippi, the “model lesson planner,” and can conduct Orff’s Carmina Burana or Shostakovich‘s Festive Overture blindfolded, but if you cannot inspire students, work with coworkers, and communicate effectively, your interview and chances for being hired are doomed from the start.

Adapted from David Berliner and William Tikunoff, “The California BTES: Overview of the Ethnographic Study,” effective teachers score high on…

  • Accepting
  • Adult involvement
  • Attending
  • Consistency of message
  • Conviviality
  • OLYMPUS DIGITAL CAMERACooperation
  • Student engagement
  • Knowledge of subject
  • Monitoring learning
  • Optimism
  • Pacing
  • Promoting self-sufficiency
  • Spontaneity
  • Structuring

Effective teachers score low on…

  • Abruptness
  • Belittling
  • Student defiance
  • Counting hours or “clock punching”
  • Illogical statements
  • Mood swings
  • Oneness (treats whole group as “one”)
  • Recognition-seeking

In previous blogs (e.g. https://paulkfoxusc.wordpress.com/2015/07/01/the-meaning-of-pro/), I have defined the qualities of a “professional.” How many of these traits do you model?

  • Succeeded in and continues to embrace “higher education”
  • Updates self with “constant education” and retooling
  • Seeks change and finding better ways of doing something
  • Like lawyers/doctors, “practices” the job; uses different techniques for different situations
  • Accepts criticism (always trying to self-improve)
  • Proposes new things “for the good of the order”
  • interview-1238367Can seemingly work unlimited hours (24 hours a day, 7 days per week)
  • Is salaried (does not think in terms of hourly compensation, nor expects pay for everything)
  • Is responsible for self and many others
  • Allows others to reap benefits and credits for something he/she does
  • Has obligations for communications, attending meetings, and fulfilling deadlines
  • Values accountability, teamwork, compromise, group goals, vision, support, creativity, perseverance, honesty/integrity, fairness, and timeliness/promptness
  • Accepts and models a corporate standard of behavior and appearance

It is worth reading “Weigh In: What Makes a Great Teacher” by Jacqueline Heinze in the Winter 2011 issue of Administr@tor Magazine (see http://www.scholastic.com/browse/article.jsp?id=3755567). Among the numerous responses were these notable quotes:

  • “A great teacher must be resilient.”
  • “Great teachers are instructional leaders and curriculum designers.”
  • “Great teachers love what they do and perceive teaching as their calling.”
  • “Great teachers are empathetic and engaged.”

Also check out these websites for additional insight on the characteristics of a exemplary educator:

students-1460768Since the process of teacher selection in the public schools involves recruitment, screening, hiring, placement, induction, and evaluation, it is advisable for prospects to know the assessment practices already in place. According to the Pennsylvania Department of Education, Pennsylvania has adopted The Framework for Teaching as the overarching vision for effective instruction in the Commonwealth.

The Framework for Teaching is written by Charlotte Danielson, an internationally-recognized expert in the area of teacher effectiveness specializing in the design of teacher evaluation systems that, while ensuring teacher quality, also promote professional learning.

The introduction to The Framework of Instruction Evaluation Instrument 2013 states its purpose:

“The Framework for Teaching identifies those aspects of a teacher’s responsibilities that have been documented through empirical studies and theoretical research as promoting improved student learning. While the Framework is not the only possible description of practice, these responsibilities seek to define what teachers should know and be able to do in the exercise of their profession.” – Charlotte Danielson

The model focuses the complex activity of teaching by defining four domains of teaching responsibility:

  1. Planning and Preparation
  2. Classroom Environment
  3. Instruction
  4. Professional Responsibilities

The domains can be further broken down into…

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Domain 1: Planning and Preparation

  • 1a Demonstrating Knowledge of Content & Pedagogy
  • 1b Demonstrating Knowledge of Students
  • 1c Setting Instructional Objectives
  • 1d Demonstrating Knowledge of Resources
  • 1e Designing Coherent Instruction
  • 1f Designing Student Assessments

Domain 2: Classroom Environment

  • 2a Creating an Environment of Respect and Rapport
  • 2b Establishing a Culture for Learning
  • 2c Managing Classroom Procedures
  • 2d Managing Student Behavior
  • 2e Organizing Physical Space

Domain 3: Instruction

  • 3a Communicating with Students
  • 3b Using Questioning and Discussion Techniques
  • 3c Engaging Students in Learning
  • 3d Using Assessment in Instruction
  • 3e Demonstrating Flexibility and Responsiveness

inside-a-class-room-school-1435436Domain 4: Professional Responsibilities

  • 4a Reflecting on Teaching
  • 4b Maintaining Accurate Records
  • 4c Communicating with Families
  • 4d Participating in a Professional Community
  • 4e Growing and Developing Professionally
  • 4f Showing Professionalism

Many Pennsylvania districts assess their professional staff and verify their teacher’s professional growth via rubrics or other evaluative tools, as well as the collection of artifacts that support these domains. Archives of these “best practices” would be assembled in portfolios for the principal’s year-end review (samples printed in blue below are possible artifacts for music educators in particular):

Domain 1: Planning

  • Assessment Tools
  • Lesson Plans
  • New Curriculum Innovations
  • Personal/Professional Goals
  • Music Repertoire/Program Lists
  • Subject Outlines

Domain 2: Classroom Environment

  • Audio-Visual Resources Including Recordings
  • Formal Observations
  • Informal Observations
  • PowerPoint Presentations
  • Sample Classroom Displays/Bulletin Boards

Domain 3: Instruction

  • Arrangements (Teacher Composed)
  • Conferences with Colleagues/PLCs/Teams
  • Meetings with Mentors/Curriculum Leaders/Principals
  • Printed Concert, Musical, Drama, or Recital Programs
  • pencils-1240400Sample Homework and Worksheets
  • Student Composed Music/Lyrics/Exercises
  • Warmup Drills and Style/History Handouts

Domain 4: Professionalism

  • Act 48 Clinics and Workshops
  • Congratulatory Notes from Parents/Staff
  • Grade Books and Attendance Records
  • Letters/Newsletters Sent Home
  • Minutes of Department Meetings
  • Professional Development Programs
  • Student Recommendations
  • Student Records

Individual school districts define their own “vision of a model teacher,” aligning the selection criteria with the goals of the school system and the needs of the individual schools. For example, Upper St. Clair School District (an Allegheny County public school system located in southwestern Pennsylvania, and where I worked 33 years as music educator and seven years as Performing Arts Curriculum Leader) adopted the following Assessment Criteria for Teacher Candidates (developed by Superintendent Dr. William Pope, Human Resource Director Ms. Jean Toner, and other staff). “In a nutshell,” these are what USC calls “core behaviors” or standards of personality traits, skills, and knowledge, and serve as categories for assessment of all job applicants during the interview process:

Instructional

  • Educational Philosophy
  • Knowledge/Experience
  • Classroom Management
  • Technology
  • Oral Expression
  • Written Communications

college-1241412Professional

  • Leadership
  • Teamwork
  • Judgment
  • Problem Solving
  • Planning & Organizing
  • Innovation

Personal

  • Initiative
  • Dependability
  • Adaptability
  • Self-Insight and Development
  • Energy and Enthusiasm
  • Appearance

My next blog on this subject will provide examples of music teacher interview questions for each of the above criteria… suitable for individual practice or group mock interview sessions, and to assist in the formulation of stories/anecdotes that would support a candidate’s mastery of each standard. The importance of this preparation is explored in a previous blog: https://paulkfoxusc.wordpress.com/2015/08/02/when-it-comes-to-getting-a-job-s-is-for-successful-storytelling/.

PKF

© 2015 Paul K. Fox

When It Comes to Getting a Job, “S” is for Successful Storytelling!

Thoughts on Marketing Yourself and Sharing Personal Anecdotes at Employment Interviews for PCMEA and Prospective Music Teachers

This article was submitted for publication in PMEA News – the state journal of the Pennsylvania Music Educators Association.

pmeaMany schools are implementing behavior-based interviews as the preferred method for screening and evaluating applicants. This approach seeks to highlight past performance, experiences, behaviors, knowledge, skills, and abilities that are job-related. Throughout this process, the concept of marketing oneself for employment consideration is based on two principal skill sets: branding yourself and storytelling. It is not about “bragging” or false modesty, although you cannot come on too strong or too weak at the interviews. However, it is everything about “getting noticed,” “making connections” with the interviewers, and demonstrating that you have “what it takes” and would be a “good fit” for their school district.

Not everybody is a good storyteller, but music educators are generally good performers. In preparation of their craft, musicians music-1237358routinely model their knowledge of music making – poise, professionalism, and self-confidence in front of an audience, critical thinking, problem solving and repetitive drill towards a smooth, well-organized, and well-practiced performance, and all of those essential concepts of form and analysis, rhythms, articulations, tempos, phrasing (breathing!), dynamic contrasts, interpretation, and expressiveness… many skills inherently needed in the storytelling.

questions-1151886According to Antigone Orfanos in “Interviewing Techniques: The Art of Storytelling” (http://therapycareers.about.com/od/JobHuntSkillsStrategies/a/Job-Interview-Techniques.htm), knowing the questions an interviewer may ask is much less important than mastering your storytelling skills. “Think of all of your past accomplishments. Try to create a list of the most important successes you have had in your career and personal life. These are the stories that you want to highlight when your employer meets with you. The most important successes are the ones that are most likely to make the biggest impression on a potential employer. Then, use metaphors, analogies, and humorous anecdotes to capture an employer’s attention.”

reading-statue-1528168It turns out that stories are a very powerful tool, as validated by Lily Zhang in “The Interview Technique You Should Be Using” (see https://www.themuse.com/advice/the-interview-technique-you-should-be-using#). Jennifer Aaker, professor of marketing at the Stanford Graduate School of Business, explains that “stories are up to 22 times more memorable than facts alone” and “we are wired to remember stories much more than data, facts, and figures.” Zhang expands on this. “Our brains are just more active when we’re listening to a story. In fact, if you can tell a good story, you can actually synchronize your listener’s brain with your own. You can literally share the experience with someone else. Talk about making a connection!”

Worth reading in depth, Zhang details in her article the steps towards better storytelling at interviews:

  1. Tell the punch line early.
  2. Give some context.
  3. Introduce the situation or challenge.
  4. Describe your specific actions.

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In “Interview Story Telling – Personal Branding Blog – Stand Out in Your Career” (http://www.personalbrandingblog.com/interview-story-telling/), Kevin Monahan predicts that you will be asked to “Share a time when…” or “Provide an example where…” which provides the perfect opportunity to tell a story. He recommends that stories need to have a beginning that sets the stage (provide the setting), action items (what did you do?), and final outcome (how did you achieve the goal or influence an outcome?). He shares, “During one interview session, I was asked what my first job was. I could have told them in five seconds that my first job was a paper route when I was ten years old. Instead, I told a story.” He narrated a more detailed explanation on getting to know his customers, learning their individual preferences, and developing a connection with each of them… leading to better service and greater business generated.

Monahan concludes, “The key… is to connect the story to a desired skill set needed for the position. By relating the stories and examples back to the core competencies of the job, I communicated an image instead of just providing answers to questions.”

An available self-assessment of your storytelling performance skills is available at http://www.storyarts.org/classroom/usestories/storyrubric.html. Using Heather Forest’s rubrics on her website “Storytelling in the Classroom,” you could make and lady-1580621then evaluate a video recording of a “mock interview,” asking yourself in front of a camera common questions like the following:

  1. What are your greatest personal strengths (and weaknesses)?
  2. What techniques would you use to motivate (or discipline) students?
  3. Describe your educational philosophy.
  4. How would you assess the learning in your classroom?
  5. Who had the greatest influence on you becoming a teacher and why?
  6. What are your career objectives?

During the panel discussion “Ready to Hire: Interview Strategies for Music Educators” at the 2013 PMEA Annual In-Service Conference in Erie, PA, colleagues Susan Basalik, J. Howard Baxter, Susan Metelsky, and moderator Scott Sheenan were generous in providing supplemental materials, including sample questions and other tips for excellent interview (and story) preparation. These handouts are still available online at http://www.uscsd.k12.pa.us/Page/6361.

One final thought comes from Beth Kuhel in “The Secret to a Successful Interview: Great Storytelling” in the April 17, 2014 online article of U.S. News and World Report. In a TED Talk, “Toy Story” movie co-writer Andrew Stanton says that “a great story comes from using what you know, capturing a truth from experiencing it, and from expressing values you feel deeply.” He suggests, “You allow the listener to make his own deductions about you from the story. That is, don’t come out and say you’re collaborative, adaptable or anything – you tell a story that convinces your listener you possess these traits.” Stanton concludes that a well-told tale grips, excites, and engrosses.

preschool-hands-on-activities-1565836In summary, it is important to apply your skill in storytelling to employment interviews. Provide thoughtful, professional, and firm answers in response to the interviewer’s questions. Back up your statements with specific examples. Share the outcome or solution to a specific problem. Summarize to emphasize your strengths. Make yourself “stand out” as you tell stories about the challenges and triumphs you faced in life. Interconnect and relate these anecdotes proving your skills and experiences to the needs, goals, and values of the institution, employer, and position for which you are applying.

PKF

© 2015 Paul K. Fox