Questions for the 3 Phases of Interviews

Asks for “The Before,” “The During,” and “The After”

interview-2204251_1920_Geralt

These Responses Are Critical for Marketing Yourself & Landing a Job

pcmea

This article was inspired by my recent participation in virtual mock interviews on Zoom for PCMEA members and senior music education majors.

It is up to you to do the research and plan ahead!

What is that “scout’s motto?” Be prepared!

Or, to put it another way, more “near and dear” to the average music student:

  • “How do you get to Carnegie Hall?” (Practice, practice, practice!)
  • “How do you get a job?” (Practice, practice, practice!) AND
    (Prepare, prepare, prepare!)
    a focus on the BEFORE, DURING, and AFTER phases of an interview!

magnifying-glass-4785076_1920_geralt

 

The Before

Prior to every job screening, walk in well-informed. Investigate in advance the background information of the school district:

  • The job opening and responsibilities
  • Details about the overall music program, number of staff, courses offered, etc.
  • School district’s mission/vision/value statements
  • Validation of administrative support for the arts
  • Examples of community support for music education
  • Work environment and employee attitudes

Be a detective! Look for responses to these inquiries “surfing the ‘Net,” studying the district’s website, reading local media releases, and, if you are able to, finding someone who is already employed there:

  1. What do you know about this school district?
  2. What is the average make-up (socioeconomic, education, racial, etc.) of the community? Is it mostly urban, rural, suburban? Are the majority of the jobs blue collar, white collar, entrepreneurial, agricultural, or mixed?
  3. What educational, cultural, and sport/leisure activities are available to the residents in and around the area?
  4. What philosophies or approaches are emphasized in the school district’s strategic plan and/or annual Board of School Director’s goals?
  5. What are samples of student, staff, building, and school district awards and traditions?
  6. magnifying-glass-106803_1920_geraltHow many class periods (not counting lunch) are structured for the academic day? Are specific grade levels or buildings organized in block scheduling, “period 0” and/or before/after-school curricular or co-curricular classes, lesson pullouts, period rotations or A/B weeks, etc.?
  7. How often is the curriculum revised or updated?
  8. What is the school district grading scale and music grading policy/practice?
  9. What music classes and extra-curricular activities are offered?
  10. Are any specialties or disciplines emphasized or promoted, e.g. Kodaly, Orff, Dalcroze, Little Kids Rock or Modern Band, World Drumming, Suzuki, Competitive Marching Band, Strolling Strings, etc.?
  11. What position(s) is(are) open and what duties are required?
  12. What avenues of professional development exist?
  13. What percentage of students are in the music program?
  14. What percentage of the music students own instruments, take lessons, and seek participation in outside ensembles?
  15. What indicators of cooperative parental and community support exist (concert attendance, private teachers, booster groups, community arts organizations, etc.)?
  16. What resources are budgeted (sheet music, music technology, field trips, piano tuning, instruments and instrumental repair, teacher in-service, festivals, etc.)

What answers you cannot find, you may ask at the end of the interview.

how to ace your job interview

 

The During

So much has already been written about commonly asked interview questions. (Please revisit the blogs posted at https://paulfox.blog/becoming-a-music-educator/.) To “let the cat out of the bag,” when I am asked to do “mock interviews” for music education majors, the following are “my favorites.” You may also want to read my last article, “Coaching Advice for Acing Those Employment Interview Questions” at https://paulfox.blog/2020/01/26/more-on-teacher-interviews/.

  1. Tell us something about yourself… your strengths, weaknesses, and goals for the future.
  2. Who had the greatest influence on you becoming a music teacher and why?
  3. What are the most important qualities of an outstanding music educator?
  4. Describe a successful lesson plan you have developed.
  5. How will you accommodate students with special needs or varied interests in your music program?
  6. How would you recruit/encourage students and “grow” interest and participation in the music program?
  7. interview-2207741_1920_geraltDescribe your approach to introducing a musical concept: singing matching pitches, keeping a steady
  8. Why is it important for students to be actively engaged in the performing arts?
  9. Why should I hire you for this position?
  10. Describe your background and knowledge of each of the following methodologies, and for a general music position, which one is your favorite? Orff, Kodaly, Dalcroze?
  11. Describe a lesson that did not materialize in a manner that you expected. What did you learn from this experience?
  12. If you were hired as a high school band director at the last minute the third week of September, and the marching style was contrary to your preference to teach, how would you adapt?
  13. What are three adjectives students would use to describe you?
  14. How would you assess the learning in your rehearsals?
  15. What is most important to you? Music outcomes, content, or process?

You will probably be asked, “Do you have any questions for me?” by the interviewer. You should show your interest, forethought, and advanced preparation by coming up with a few, or adapt several of the 16 pre-interview samples in the “Before” section above. At the very least, if the principal or supervisor of the posted position happens to be in the room, you could inquire: “Where do you see the program in 10 years?” or “What is the most valued attribute of a ______ School District educator?”

Raising the bar

 

 

The After

As soon as it is over (immediately when you get home – don’t put it off!), debrief yourself. Do an assessment of your positives and areas for improvement or needs for further practice. To formalize this process, try any number of evaluative rubrics (for examples, visit https://paulfox.blog/2019/05/14/job-interview-rubrics/). Or, just summarize your observations into strengths (+) and weaknesses (-) referencing the elements of attitude, speech, language, body language, content/on topic, and preparation. (See the first box above.)

feedback-796140_1920_geraltAre you telling me it’s time to bring up more questions? Yep, to finalize your interview’s “postmortem,” reflect on these queries, which will become your focal points in preparation of your next job screening.

The first “biggie critique” might take a little while to follow-up and re-train. This is important since most of the professionals who serve on interview screening committees are administrators, HR staff members, or curriculum supervisors (not music content specialists). And, in the same breath, most music education majors are not well versed on these “buzz words” since they may be only briefly mentioned during their music courses.

1.     How many times did you use appropriate general educational terminology and current school jargon? Here are a few samples of “the ABCs.” If you do not know the meanings, Google search them or look up sites like https://resilienteducator.com/classroom-resources/education-terminology-jargon/, https://www.teachervision.com/dictionary-educational-jargon, and https://wwndtd.wordpress.com/education-jargon/. (If you really want to dive into an interesting “lingo generator,” experiment with https://www.sciencegeek.net/lingo.html, which may also help you define associations among related educational terms used in the composition of reports, grant applications, and other documents for accreditation.)

  • Assessments – Authentic, Formative (“for learning”), Summative (“of learning”), and Diagnostic
  • CCCC (The Four C’s) – 21st Century Learning Skills of Creativity, Collaboration, Communication, and Critical Thinking
  • Classroom Management and the concepts of “Assertive Discipline” and “Ladder of Referral”
  • Charlotte Danielson’s Four Domains – Planning and Preparation, Classroom Environment, Instruction, and Professional Responsibilities
  • DOK – Depth of Knowledge and HOTS – Higher Order Thinking Skills
  • ESSA – Every Student Succeeds Act (2015), successor to NCLB (No Child Left Behind)
  • knowledge-5014345_1920_geraltIEPs  – Individualized Education Program, including IDEA (disabilities), 504 plans, accommodations for special needs, differentiated and customized learning, etc.
  • LMS – Learning Management System (software used by schools to track grades, take attendance, deliver curriculum, and offer/evaluate courses, etc.)
  • Middle School (or Middle Level Learner) Philosophy
  • PLN/PLC – A Personal Learning Network or Professional Learning Community
  • PBL – One of two different concepts: Project-Based or Problem-Based Learning
  • SEL – Social-Emotional Learning
  • SAS – Standards Aligned Systems of the PDE (Pennsylvania Department of Education)
  • STEAM – Science, Technology, Engineering, Arts, and Math
  • UBD – Understanding by Design, “backwards-design” curriculum development with EU (Enduring Understandings) and EQ (Essential Questions)

Of course, if you were “nailed” by not knowing terminology or acronyms of which you never heard, don’t “fake it!” Just be honest with the interviewers (they cannot expect a “raw recruit” fresh out of college to know everything), but never-the-less, look it up as soon as you return home. You’ll be ready for the next interview. (“Catch me once, shame on you. Catch me twice, shame on me!”)

More questions to help you evaluate your performance:

2.     At the interview, did you project the image that you are solely qualified to serve as a specific music content-area specialist? In other words, are you only a “band director,” “vocal conductor,” EL/MS general music teacher, piano/guitar accompanist, jazz instructor, music theorist, or string “maestro?” Did you basically imply to the screener(s) that you would not accept any assignment outside your “comfort zone,” and that your Music Pre-K-12 Instructional I Certificate is not worth the paper on which it is printed?

3.     If you had videotaped the interview, how would you characterize your rapport with the screening individual or committee? To what extent did you demonstrate an attitude of openness, cooperation, sensitivity to the interviewer’s style/personality, and fostering of the four C’s of the model interviewee behavior – be calm, caring (motivated), congenial, and considerate?

4.     Were you “engaged” in treating the session as a mutually beneficial exchange of information?

5.     learn-3653430_1920_geraltDid you respond to the interviewer’s questions “on topic” with clear, concise, and substantiated statements, supported by specific anecdotes/stories or examples of your skills or experiences?

6.     Did you avoid “bird walking,” “tap-dancing,” having verbal clutter (too many run-on statements), rambling, fast talking, sounding verbose, being flip or too casual/informal in conversation, or going overboard with your answers?

7.     How many times (count them) did you use the words “ah,” “um,” or “like?”

8.     Did you promote your strengths and all experiences (musical and non-musical) you have had interacting positively with children, and not discount your potential and capabilities due to a limited past job record or shortened time in student teaching?

9.     How successful were you in controlling your nerves, looking interested, “being yourself,” and demonstrating good eye contact, pleasant facial expressions, and relaxed and professional speech, posture, and body language?

10.  Did you avoid the use of “weak words” that suggest a lack of conviction: “kind of,” or “sort of,” or “I feel like?”

11.  Did you limit any form of “fidgeting,” such as tapping or shuffling feet, cracking knuckles, touching hair or face, drumming or spinning a pen between your fingers, wiggling in your seat, etc.?

12.  How many times did you use the name of the interviewer(s) during your interview? It shows respect and is the best way to get/keep his/her attention.

 

Observations at interview

In summary, treat the job search process more scientific:

  • Be diligent in practicing mock interviewing with classmates, friends, and family members,
  • Plan ahead, and
  • Formalize your questions and self-assessments.

The jobs are out there… waiting for you to “hook them in,” and as every good fisherman knows: “Nothing replaces time on the water, patience, and the ability to admit to yourself there is always something to learn and a better way to do it.”

PKF

 

hand-648448_1920_geralt

Photo credits from Pixabay.com by Gerd Altmann (geralt):

 

© 2020 Paul K. Fox

More on Teacher Interviews

Coaching Advice for Acing Those Employment Interview Questions

There is a huge body of information on preparing for the job search process, interviews, and marketing yourself previously posted at this site. Where should you go first? Be sure to survey the following blogs:

What else do you think we should cover on this topic? How about some specific “coaching” in recommended answers to commonly asked interview questions… tips from the experts, HR staff, interviewers, supervisors, and the like. We give each resource “the baton” and “the podium” to offer a glimpse in the triumphs, pitfalls, and pratfalls of frequently observed interviewee responses. For grasping the full comprehension and context, follow-up by reading the entire article posted at each link.

Many of these suggestions are geared to “general education” teacher interviews, but you can apply them to whatever specialty or grade level to which you are applying. After all, the person sitting at the other side of the desk is probably an administrator or director of curriculum, not a current/former music educator.

Again, be sure to visit each website. All told, there are more than 108 sample questions and responses in these collections below!

woman-613309_1920_Jared_Soto

What is your teaching philosophy?

Teacher interview questions like this ask, “Are you a good fit for our school?” It’s the teaching equivalent of “tell me about yourself.” But —

Don’t answer elementary teacher interview questions for an unstructured school with, “I believe in structured learning.”

Take the time to learn the school’s philosophy before the interview.

Example answer: “I believe in teaching to each student’s passion. For instance, in one kindergarten class, my students had trouble with punctuation. I observed that one student, Mary, suddenly got excited about apostrophes. I fueled her passion with a big book on punctuation. Her enthusiasm was contagious, and soon the entire class was asking bright and animated questions. Whenever possible, I try to deliver structured lessons in an unstructured way like this.”

That answer uses the S.T.A.R. approach to teaching interview questions. It shows a Situation, a Task, an Action, and a Result.

“25 Teacher Interview Questions and Answers” by Tom Gerencer

This is from a Zety “career toolbox” website. They also offer an outstanding app to “build” a resume, CV, and cover letter, all with excellent examples.

 

Why do you want to be a teacher/work with children?

You have to know who you are as an individual and as an educator, and you have to know what you can bring to the school… This question gets to the heart of that self-awareness and passion. The interviewer wants to know: What drew you to this field, specifically?

How to answer it: It’s obvious of course, but you don’t want to say, “Summer vacations!” This should be easy to answer simply because there’s probably something you can think of that made you want to get into education. Maybe you love teaching your friends new things, or are a facts wizard bursting with knowledge, or love connecting with children. Focus not just on what you like about teaching but also on what you can… bring to the table.

For example, you might say: “I really admired my third grade teacher, Mrs. Kim, when I was younger, and even after I left her class I still felt myself drawn to her for advice and guidance over the years. It’s that sense of warmth and acceptance she provided me that inspired me to become a teacher. I want to be that person others can lean on as they navigate the oftentimes tough waters of growing up.”

“15 Common Questions Asked in a Teacher Interview (and How to Answer Them With Ease)” by Alyse Kalish

In addition, the site above shares several important pointers from Calvin Brown, Senior Recruiter at Alignstaffing, an education staffing firm, and Dan Swartz, Managing Director at Resolve Talent Consulting, LLC, a firm that specializes in education recruitment.

Reaffirming the blog S is for storytelling at interviews: “If you have a situation or a story with a great outcome, absolutely share [it],” says Brown. “Stories are also a great ways to highlight your expertise and skill set if you don’t come with a traditional background in education.” Swartz adds, “Even if you’re not a teacher with experience, you can still highlight how you go about your work by giving past examples and scenarios of engaging others.”

job-interview-437026_1920_connectadabara

How would you handle a difficult student?

Mary Findley, Senior Teacher Success Manager at Skillshare, former Teach for America Core Member and elementary school teacher, suggests this scenario and answer:

“When students are disengaged, it’s either because the content’s too challenging, it’s too easy, or there could be some outside-of-school factors,” explains Findley. A good answer delves into figuring out the cause, as that’s often the most important step.

Then, your response should show that “you’re meeting the student where they’re at and building on their strengths,” she says. It should also emphasize that you’re “collaboratively discussing” solutions with the student rather than ordering them around. If you have an example story to tell, that’s a great way to state your case.

You could say: “For me, the first step would be to pull them aside and address the issue privately. My biggest questions would be about deciphering what might be the root cause of this student’s bad behavior. Once I know what may be contributing to their difficulty, I really try to work with them to come up with a solution. I used this strategy in my last classroom, where I had a student who couldn’t seem to stay in his seat during lessons. We talked about how his behavior affected the rest of the class and why he kept moving around, and we agreed that when he was feeling really anxious he could raise his hand and I’d let him take a lap around the classroom, but only when it was appropriate. I also decided to make some of my lessons more active and hands-on so that other students could benefit from getting out of their seats every once in a while.”

“15 Common Questions Asked in a Teacher Interview (and How to Answer Them With Ease)” by Alyse Kalish

child-1439468_1920_Counselling

How do you incorporate social-emotional learning in your lessons?

Many states and districts have added requirements for social-emotional learning into their standards. Explain how you will not only tend to the academic needs of your students but tie in lessons that satisfy the core SEL competencies. Describe how you will help students build their self- and social-awareness skills, how you will support them in building relationships, and how you will give them the skills to make responsible decisions. 

“18 Interview Questions Every Teacher Must Be Able to Answer” by Brandie Freeman

If you have never heard the term “core SEL competencies” in your methods classes, peruse the online article “Building SEL Competency in the Elementary School Music Classroom” by Lindsey Jackson, posted on the NAfME Music in a Minuet website.

How will you meet the needs of the students in your class who are advanced or say they’re bored?

and

How will you engage reluctant learners?

School leaders don’t want to hear canned responses about how you can differentiate; they want you to give some concrete answers and support your ideas. Perhaps you help get kids prepared for scholastic competitions once they’ve mastered the standard (spelling bee or chemistry olympiad, anyone?). Maybe you offer more advanced poetry schemes for your English classes or alternate problem-solving methods for your math students. Whatever it is, make sure that you express the importance that all students are engaged, even the ones that are already sure to pass the state standardized test.

Teaching in an age when we must compete with Fortnite, Snapchat, and other forms of instant entertainment makes this question valid and necessary. How will you keep students’ heads off their desks, their pencils in their hands, and their phones in their pockets? Share specific incentive policies, engaging lessons you’ve used, or ways you’ve built relationships to keep students on task. An anecdote of how a past student (remember to protect privacy) that you taught was turned on to your subject because of your influence would also help your credibility here.

“18 Interview Questions Every Teacher Must Be Able to Answer” by Brandie Freeman

women-1687852_1920_melysernaWhat are your greatest weaknesses?

Considered one of the “trick” or unfair questions by many, you should still be ready for it. One of the keys to sounding sincere is to personalize your response, and provide specific examples of the “problem,” self-improvement goals, and positive growth and progress.

At some point during the interview process, you may be asked to describe your personal strengths and weaknesses. Many job candidates are unsure about how to approach this question. However, by establishing the appropriate context, you can give hiring managers an honest, thoughtful answer that highlights both your self-awareness and professionalism.

Preparing ahead of time for this question is a valuable use of your time before the interview. Even if you aren’t asked about your strengths and weaknesses specifically, scripting out your response to this common question will give you a candid yet compelling description of what you bring to the table and how you wish to grow in the future.

job-interview-2552411_1920_shaukingBecause we all have weaknesses but rarely want to admit to them, it’s best to begin with a truthful answer and build your script from there. Select an answer that a hiring manager would not consider to be essential qualities or skills for the position as well as qualities that you are actively improving.

Some examples of weaknesses include:

  • Disorganized
  • Self-Critical/Sensitive
  • Perfectionism (Note: this can be a strength in many roles, so be sure you have an example of how perfectionism can be a problem to demonstrate that you’ve thought deeply about this trait)
  • Shy/Not adept at public speaking
  • Competitive (Note: Similarly to perfectionism, this can be a strength)
  • Limited experience in a non-essential skill (especially if obvious on your resume)
  • Not skilled at delegating tasks
  • Take on too much responsibility
  • Not detail-oriented/Too detail-oriented
  • Not comfortable taking risks
  • Too focused/Lack of focus

Example weakness: Perfectionism

“I tend to be a perfectionist and can linger on the details of a project which can threaten deadlines. Early on in my career, when I worked for ABC Inc., that very thing happened. I was laboring over the details and in turn, caused my manager to be stressed when I almost missed the deadline on my deliverables. I learned the hard way back then, but I did learn. Today I’m always aware of how what I’m doing affects my team and management. I’ve learned how to find the balance between perfect and very good and being timely.”

target-1414775_1920_DeedsterExample weakness: Difficulty with an area of expertise

“Math wasn’t my strongest subject in school. To be honest, as a student, I didn’t understand how it would be applicable in my adult life. Within a few years of being in the working world, though, I realized that I wanted to take my career in a more analytical direction. At first, I wasn’t sure where to begin, but I found some free online courses that refreshed the important basics for me. In my most recent job, this new foundation has enabled me to do my own goal setting and tracking. Actually, getting over the math anxiety I had when I was younger has been incredibly empowering.”

“50 Teacher Interview Questions and Answers to Help You Prepare” from Indeed.com

One final resource, perhaps more focused on business or company interviews, but still applicable to education positions, is the work of author, career counselor and interview coach Robin Ryan. Knowing that college students are by necessity drawn to “free stuff,” I would first view one of her YouTube videos such as https://www.youtube.com/watch?v=J_lgyK37JJM or venture into reading her “how-to” articles at http://www.robinryan.com/index.php/articles. There are some excellent gems perfect for “collegiates” here:

60 seconds and youre hiredFocusing on Robin Ryan’s “interview tools” such as “the five-point agenda” and “60-second sell,” her book 60 Seconds and You’re Hired ” is inspiring and provides much greater depth (76 pages!) on answering those “thorny” interview questions. Nearly all of the sample questions above are also analyzed, offering easy-to-understand comments and recommendations for specific career paths. For example, Robin Ryan also weighs in on that inquiry “What is your greatest weakness?” – first offering to joke about it “I cannot resist chocolate!” and then, if it is reiterated, endorsing a strategy to share a work habit problem (like being a “Type-A” person) on which you are currently improving but is not critical for the position they are seeking to fill.

To sum up the book, these are my favorite sections:

  • Chapter 2: The Five Point Agenda
  • Chapter 3: The 60-Second Sell
  • Chapter 5: Interview Etiquette (including tips on proper dress, good manners, nonverbal and verbal communication, the hand shake, and eye contact)
  • Chapter 7: 60-Second Answers to Tough, Tricky Answers
  • Chapter 12: 12 Pitfalls to Avoid

In conclusion, as stated throughout all of this literature on interview techniques, the keys to success are preparation and practice… just like getting ready for your semester jury or senior recital. After studying these materials, collaborate with your peers to hold “mock interviews,” video-record yourself answering the questions, and take time to review and self-assess. Yes, you CAN and WILL do well at future employment screenings!

PKF

men-1979261_1920_Werner_Heiber

Photo credits (in order) from Pixabay.com:

© 2020 Paul K. Fox

 

Becoming a School Music Educator

[A quick summary, portions reprinted from the April 17, 2019 posting on LinkedIn: https://www.linkedin.com/pulse/becoming-school-music-teacher-paul-fox/]

One of my goals after retiring from 35 years as an educator and administrator in the public schools was to reach-out to college music education majors and offer some tips and techniques for preparing for this honorable career.

I have assembled a library of blog-posts on a variety of topics at my website (https://paulfox.blog/), and invite you to peruse the section “Becoming a Music Educator” at https://paulfox.blog/becoming-a-music-educator/.

If you are a junior or senior in college, assigned to field experiences or student teaching, or a recent graduate or transfer looking for a job or otherwise unemployed, I hope I can help you!

Please review the following categorized outlines of links to articles and other resources.

big-band-1608691_1920_KeithJJ

 

Student Teaching

First stop: Tips on Student Teaching.

Also check out these past issues of PMEA Collegiate Communique:

 

“Secrets” for that First Year

  1. maestro-3020019_1920_mohamed_hassanDiscounted NAfME + PMEA first-year membership: only $90. (If you are a recent college graduate in your first year of teaching, or if you are the spouse of a current or retired NAfME member, contact NAfME at 800-336-3768 or email memberservices@nafme.org) to find out if you qualify for a reduced rate.
  2. PMEA Mentor or other state’s MEA support program for new teachers.
  3. R3 = Retiree Resource Registry for PA music teachers.
  4. PMEA Webinars.
  5. NAfME Academy of numerous videos (only a $20 annual subscription).
  6. Professional development credits just for reading an article in NAfME Music Educators Journal
  7. Model Curriculum Framework (Have to be a PMEA member)
  8. What a deal! PMEA summer conference  as little as $30/person. Check out your own state’s MEA discounts and offers for collegiate members and new teachers!
  9. Numerous helpful blog posts from NAfME Music in a Minuet and paulfox.blog.

 

logo 2

Everything… Including the Kitchen Sink

Check out the online resources on the PMEA Council for Teacher Training, Recruitment, and Retention website, free/open to all music teachers. Especially take note of the supplemental links on a variety of topics posted here.

 

Job Seekers

A summary of my re-occurring themes on marketing your professionalism and a few “pet peeves” include the following:

  1. Create a multi-media digital portfolio, video recording excerpts of your memorable solo, chamber, and ensemble performances, teaching experiences, and other opportunities you have had in working with children of all ages. To the interviews, bring both a printed version and jump drive (the latter to leave with the screening committee) of these artifacts and a list of your other activities, awards, accomplishments, mission/vision, transcripts, music education and class management philosophies, recommendations, etc.
  2. Take the time to assemble “the stories of your life, work, and teaching experiences” (both successes and the “glitches” or “snags” along the way which you had to resolve) that demonstrate your competencies, relationships with students, personality traits, acquired skills, problem-solving, and maturity.
  3. woman-613309_1920_jsotoBring to any employment screening your resume, business card, and an e-portfolio referencing a professional website which archives everything in #1 and #2 above.
  4. Avoid one-word responses or short answers to most interview questions. Instead, seek ways to incorporate the anecdotes you have made ready at your fingertips (#1 above) that model those characteristics a prospective employer is seeking in a music teacher.
  5. If you want to be the one “in control” of the possible jobs that may come your way, avoid marketing your skills as a “music specialist” (e.g. band director or elementary music teacher). Most degree programs prepare the students for teaching certification in “Music Grades Pre-K to 12.” If you are looking to expand your opportunities, don’t limit your capabilities or options upfront. You CAN teach all forms and levels of music!
  6. music-818459_1920-thedanwClean-up and curate your social media sites, treating your Facebook pages as another “personal branding resource.” Experts recommend that “your profile information should reflect integrity and responsibility… You should expand or add content that projects a professional image, shows a friendly, positive personality, demonstrates that you are well-rounded with wide range of interests, and models… great communication skills.” Source: https://paulfox.blog/2019/03/01/collegiates-clean-up-your-social-media/.
  7. How to your get to Carnegie Hall? Practice, practice, practice! How do you ace your interview? Practice, practice, practice! Put yourself through “mock interviews” and record and later assess your “performance.” Sample questions are posted at my blog-site.

choir-458173_1920_intmurr

 Collegiates, welcome to the profession!

“Break a leg” at your employment interviews!

PKF

 

Photo credits in order from Pixabay.com:

 

wooden-train-2066492_1920_Couleur

© 2019 Paul K. Fox

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

Summertime Prep for Music Ed Majors

Collegiates: You snooze, you lose!

After a well-deserved break from your academics and other college or work deadlines, music-2674872_1920_kevinbismnow would be the perfect time to explore supplemental resources and get a “head-start” on additional pre-service training for next fall. These tips are especially valuable to anyone entering his/her senior or final year as a music education major, finely honing in and marketing your skills as a professional in order to be prepared for finding and succeeding at your first job.

Actually I hate to admit it, I enjoy assigning college students a little “homework!” But, most of this you can do from the comfort of your patio, beach blanket, swimming pool lounge chair, or couch in the game room. With the exception of “getting your feet wet” and diving into enriching music teaching field experiences and a summer workshop or two, all you need is a pencil to take notes and a device with access to the Internet.

There’s a lot to-do right now, and you only have the rest of July and August. Please try to “keep your eyes on the target” and squeeze in a few of these self-improvement plans around your vacation trips (seven lessons – see sections below) :

  1. Summer practicum
  2. Conferences
  3. Online research
  4. Skill gap-filling
  5. Ethics training
  6. Digital archiving
  7. Interview prep

 

orchestra-2496505_1920_HeungSoon

 

1. Are you really ever “on vacation” from music education?

Most veteran music educators would respond with “NEVER!” We maintain our professionalism by participating in workshops, reading teacher journals and online articles, perusing lesson materials and new music, practicing and advancing our personal musicianship, undergoing technology “tune-ups,” and focusing on other career development. This is a 12-month, even 7-day process, and academic breaks when they appear on our calendar allow us to “double-down” in areas we need the most help.

“Hands-on” training not only “fills-up your resume” with primary employment/volunteer sources, but more importantly, exposes you to realistic opportunities to expand your skills and knowledge of the “best practices” in music education and leadership training, while building techniques for handling student motivation and discipline best learned from “the school of hard knocks.”music-3090204_1920_brendageisse

These placements don’t always come “knocking at your door.” Go out and seek a little adventure! For leads, talk to your high school band, string, or choir director. Your purpose is to find something that allows you some contact with children… free (usually) or paid, in or outside the field of music and the arts. Here are a few ideas:

  • Coach summer band sectionals, field rehearsals, marching or dance practices, etc.
  • “Put up your shingle” and teach private or small class music lessons.
  • Offer to arrange music or or provide choreography for local school drum-lines, marching bands and/or auxiliary units, or theater groups.
  • Sing in a community or church choir, and offer to help accompany, vocal coach, or conduct.
  • Sign-up to assist in local youth ballet, modern dance, or drama programs.
  • Sing, play, or teach solo or chamber music for summer religion or music camps, childcare facilities, hospitals, or senior citizen centers.
  • Volunteer (in almost any capacity) at a preschool or daycare center.

 

kids-1093758_1920_klimkin

 

 

2. The tools of the trade – CONFERENCES!

Summer is a GREAT time to grow your network of valuable opportunities for future collaboration, do a little goal setting, and “push the envelope” with professional development of the “latest and greatest” and “state of the art” music and methods.  The primary source for professional development is the education conference. There still may be time for you to find one close to you, perhaps in conjunction with a little sightseeing or visits with friends and relatives in the same city, like the following:

Thanks to www.takeflyte.com/reasons-to-attend-conferences, we know that attending workshop sessions are “good for you!” Participating in a conference helps you to…

  • Sharpen the saw (sharpen your skills – Stephen Covey’s seventh habit of highly effective people)
  • Meet experts and influencers face-to-face
  • pmeaMix and mingle to improve your networking opportunities
  • Find new tools and innovations
  • Learn in a New Space
  • Break out of your comfort zone
  • Be exposed to new tips and tactics
  • Relearn classic techniques with greater focus
  • Share experiences with like-minded individuals
  • Discover the value of the serendipity in a random workshop
  • Invest in yourself
  • Have fun!

If you really need any additional rationale for spending the money, click on the blog-post “Getting the Most Out of Music Conferences” at https://majoringinmusic.com/music-conferences/.

Finally, believe-it-or-not, you can bring the conferences to YOU! For the annual $20 subscription fee, you can view NAfME Academy professional development videos on almost any topic you can imagine. Check out the NAfME library of webinars: https://nafme.org/community/elearning/.

 

marching-band-1404489_1920_sam99929

 

3a. A winning website

The aforementioned Majoring in Music website is an excellent place to visit. It is amazingly extensive. You should read these articles for your “final year of prep.”

 

3b. These “awesome” resources are brought to you by NAfME

Besides the broad-based music subject matter and specific teaching skills, here’s some valuable advice, including how to “run a music program” (first link). I hope I am not stating the obvious: You should become a member of this national association for the advancement of music education.

 

Amplify

I also want to point you to the community discussion social media platform called Amplify, a benefit of NAfME membership. We are stockpiling a lot articles for college music education students, as well as sharing dialogue on everything from pedagogical issues to music equipment purchasing recommendations in both the collegiate member group and “music education central.” Go to https://nafme.org/introducing-amplify-largest-community-music-educators-country/.

 

guitar-2922536_1920_sunawang

 

4. “Filling in the gaps”

Your music education methods courses and other college classes were never expected to provide 100% of the necessary tools to become a competent teacher in every setting. This spotlights the need for professionalism. Once you land a job, you will have to “catch-up” and seek additional training to improve those areas in which you feel inadequate or unfamiliar. You can begin NOW to explore a few of these areas while enjoying your less stressful off-campus schedule:

  • child-621915_1920_skeezeUnderstanding specific educational jargon and the latest approaches, applications, and technologies in the profession (e.g. Backwards Design, The Common Core, Whole Child Initiatives, Multiple Intelligences, Depth of Knowledge and Higher Order of Thinking Skills, Formative, Summative, Diagnostic, and Authentic Assessment, etc. – Do you know the meaning of these terms?)
  • Teaching outside your “major” area or specialty (e.g. instrumental music for voice students, etc.)
  • Comprehending behavior management techniques and suggestive preventive disciplinary procedures
  • Mastering the use of valid assessments (e.g. can you give specific examples of diagnostic, authentic, formative, and summative assessments?) as well as a variety of music rubrics and evaluative criteria
  • Knowing the provisions of the Family Educational Rights and Privacy Act and other confidentiality statutes, Individual Education Plans and service agreements, and accommodating students with disabilities

flute-2245032_1920_congerdesignYou need to ask yourself the question, “What are my greatest weaknesses in music education?” Or, to put it another way, “What school assignments would I feel the least confident to teach? After earning your state’s all-essential credential, your certificate will likely be general and only say “music Pre-K to Grade 12.” Administrators will expect you can “do it all” – introducing jazz improvisation at the middle school, accompany on the piano or guitar all of the songs in the grades 1-6 music textbook series, directing the marching band at the high school or the musical at the middle school, starting an elementary string program, etc.

Figure out and face your greatest fears or worse skill areas. Work on them now! Take a few lessons, join a new ensemble of the “uncomfortable specialty,” ask help from your peers, etc.

More about this was printed in a previous post: https://paulkfoxusc.wordpress.com/2018/03/11/transitioning-from-collegiate-to-professional-part-ii/.

 

microphone-1804148_1920_klimkin2

 

5. The ABC’s of professional ethics

So far, have you been given any ethics training in college? Most pre-service educators only receive a cursory introduction to such things as codes of conduct, moral professionalism, guidelines to avoid conflicts in relationships with students, use of social media, confidentiality regulations, copyright infringement, pedagogical and economic decision-making, etc.

Now in my 46th year working in the field of music education (although retired from the public schools in 2013), I unblushingly admit I never had a full-blown course in ethics. Music colleagues have confirmed to me that it was barely (or not at all) touched-on in music methods classes, introduction to student teaching, school district orientation or induction sessions, or back-to-school in-service programs. choir-458173_1920-intmurrSince music teachers are all “fiduciaries” (do you know the meaning of the word?) and legally responsible for our “charges,” wouldn’t it be a good idea to review our state’s regulations and code of conduct, and hear about the challenges and pitfalls of ethical decision-making before we jump in and get “over our heads,” so-to-speak?

I can offer you two ways to immerse yourself into music education ethics. If you are a PCMEA or PMEA member and an “auditory learner,” you might prefer the FREE PMEA online webinar video (two-part) plus handouts at https://www.pmea.net/webinars/. Otherwise, visual learners and others may like this five-part blog series:

 

band-1850616_1920_Pexels

 

6. “A picture says a thousand words” in marketing yourself

Have you been archiving your last several year’s of field assignments? Have you recorded numerous moments of teaching, music directing, performing, and working with students? Are you prepared for the coming year’s student teaching, getting ready to take still photos, audio samples, and video excerpts?

“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 musical or athletic events, coaching or working with children in a coaching capacity, as a leader and role model.” – http://www.theeduedge.com/top-five-must-haves-top-five-could-haves-your-teacher-interview-portfolio/

As I mentioned in a previous blog, be careful to obtain permission in advance to video record students for your e-portfolio. During your field experiences or student teaching, little-girl-3043324_1920_Atlantiosask your cooperating teacher (or his/her supervisor’s) permission. Some school districts 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.

What would be ideal to place on/in your website/e-portfolio? Show a wide spectrum of experience and training: elementary and/or middle school general music, band, choral and string ensembles (all grades), marching band, musicals, dance, music technology, piano and guitar accompanying, Dalcroze eurhythmics, Orff instruments, etc. Competency, versatility, and being well-rounded are the keys here.

 

boy-273279_1920_Silberfuchs

 

7. Teacher interviews – “practice makes perfect”

I have written a lot on the subjects of assembling a collection of your teaching anecdotes and stories, marketing your “personal brand,” and preparing for the employment screening process. (Have you wandered through the comprehensive listing at https://paulkfoxusc.wordpress.com/becoming-a-music-educator/?)

However, I recently came upon several new-to-me online articles that summarize the basics. Please take a look at these:

After reading all of these (and compile your own list of interview questions), you should get together informally with your fellow juniors and seniors and hold mock interviews, record them, and jointly assess the “try out” of your interviewing skills to land a job.

Finally, have you recently updated your resume, and created (or revised) your professional business card, website, and e-portfolio?

children-2685070_1920_mochilazocultural

 

Okay, I admit it. I got a little carried away. You would need TEN SUMMERS to cover everything above. What’s that saying? “There’s never enough hours in a day…”

Hopefully these resources  and recommendations are helpful “food for thought!” You cannot accomplish anything by procrastination… or just “sleeping in!”

 

Many have said that aspiring to be a music educator is a lot like a “calling.” Using your summer “free time” is all about “professional engagement.” One of my superintendents said he expected prospective new music teacher 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 whatever it takes” to make the students (and the educational program) successful. Regardless of the hyperbole, that’s engagement!

So, what are you waiting for? Pass the sunscreen and the ice tea. Then, after a quick swim, jog, round of golf, or game of tennis, get started on your summer assignments!

PKF

 

piano-78492_1920_nightowl

 

© 2018 Paul K. Fox

 

Photo credits (in order) from Pixabay.com: “music” by ArtsyBee, “music” by KevinBism, “orchestra” by HeungSoon, “music” by brendageisse, “kids” by klimkin, “marching band” by sam99929, “guitar” by sunawang, “child” by skeeze, “flute” by congerdesign, “microphone” by klimkin, “choir” by intmurr, “band” by Pexels, “little girl” by Atlantios, “boy” by Silberfuchs, “children” by mochilazocultural, and “piano” by nightowl.

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”).

 

skills-3262172_1920_diwou

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.

feedback-2990424_1920_geralt

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!

classical-music-1838390_1920_Pexels

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!

target-3306771_1920_geralt

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”

beautiful-15728_1920_PublicDomainPictures

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.

 

turn-on-3064510_1920_geralt

 

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

 

ipad-820272_1920_fancycrave1

 

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

people-3042093_1920_Akshay93

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.

Help! How Does One Keep Up?

Time, Task, & Media Management for Pre-Service/New Music Educators

 

This article is in memory of the late Thomas Labanc (October 1946 – November 2017), my friend, colleague, Upper St. Clair School District social studies teacher, curriculum leader, and assistant to the superintendent, school historian, brilliant visionary and fellow risk-taker, who taught me the basics of Priority Management and collaborated on many of our school district’s communications and public relations projects, including the establishment of the highly successful community publication UPPER ST. CLAIR TODAY magazine. PKF

 

children-2685070_1920-mochilazocultural

 

Imagine there is a bank that credits your account each morning with $86,400.
It carries over no balance from day to day. Every evening the bank deletes whatever part of the balance you failed to use during the day.
What would you do? Draw out every cent, of course!!!
Each of us has such a bank. Its name is TIME.
Every morning, it credits you with 86,400 seconds.
Every night it writes off, as lost, whatever of this you have failed to invest to good purpose.
It carries over no balance. It allows no overdraft.
Each day it opens a new account for you.
Each night it burns the remains of the day.
If you fail to use the day’s deposits, the loss is yours.
There is no going back. There is no drawing against the “tomorrow.”
You must live in the present on today’s deposits.
Invest it so as to get from it the utmost in health, happiness, and success!
The clock is running. Make the most of today.
To realize the value of ONE YEAR, ask a student who failed a grade.
To realize the value of ONE MONTH, ask a mother who gave birth to a premature baby.
To realize the value of ONE WEEK, ask the editor of a weekly newspaper.
To realize the value of ONE HOUR, ask the lovers who are waiting to meet.
To realize the value of ONE MINUTE, ask a person who missed the train.
To realize the value of ONE SECOND, ask a person who just avoided an accident.
Treasure every moment that you have! And reassure it more because you shared it with someone special, special enough to spend your time.
Remember that time waits for no one.
Yesterday is history. Tomorrow is mystery. Today is a gift.
That’s why it’s called the present! – Pratheek Naidu

 

Philosophies of Time Management

stopwatch-2061848_1920-geraltEven though it is from a book on post-employment transitioning (Purposeful Retirement: How to Bring Happiness and Meaning to Your Retirement), the author Hyrum W. Smith suggests several thought-provoking questions on prioritizing time:
  1. Does your management of time reflect your governing values?
  2. Are you giving the most time to that which matters most?
  3. What can you do tomorrow to ensure your time aligns with your priorities?

A similar perspective but providing much more detail, I recommend consuming from cover-to-cover First Things First by Stephen R. Covey, who succinctly defines this conundrum about using time wisely.

“For many of us, there’s a gap between the compass and the clock – between what’s deeply important to us and the way we spend our time. And this gap is not closed by the traditional “time management” approach of doing things faster. In fact, many of us find that increasing our speed only makes things worse.” – Stephen Covey

The four sections of Covey’s book dive into these concepts:

  • The Clock and the Compass
  • The Main Thing is to Keep the Main Thing the Main Thing
  • The Synergy of Interdependence
  • The Power of and Peace of Principle-Centered Living

In addition, I found additional insight and inspiration in the philosophy of managing time from these links:

For those of you who have already begun your career in music education or even working as a day-to-day music sub, try these classroom and time management tips (thanks to NAfME):

 

parade-2657823_1920-Marmiche

 

The 4 D’s

Have you ever heard of a system called Priority Management (PM)? PM proposes methodology and business tools to immediately route every piece of paper and your daily “to-do tasks” that come into your life to one of the four D’s:

  • Do it! (now)
  • Date it! (assign it to the future)
  • Delegate it! (give it to someone else to do) or
  • Dump it! (into the trash)

PM’s “WorkingSm@rt method” promises to help you “gain control over your day, find balance, prioritize your work, and reach your goals,” giving you time to focus on the tasks that are important to you. The bottom line – every digital or printed post-it-note, piece of mail, receipt, publication, email or other communication – must be “put in its place” on the spot – either completed instantly, deferred to another time, given to someone else to do, or THROWN OUT!

time-management-2323612_1920-mohamed1982egYours truly, a “late baby boomer,” never enjoyed that prophesied and romanticized revolution of a “paperless society.” Did you? PM recommends the creation of a “future reading” file, a subcategory of “date it.” Experts on Google Mail will extol the merits of creating a folder and categorizing/storing messages such as emailed issues of MEJ, Kappan, SB&O, and other digital editions of professional newsletters. I have found that this doesn’t work very well, even in retirement. The file folder just fills up, and I never seem to get around to reviewing the things I thought were so important to save. Nor did the practice of our grandmothers’ generation clipping articles (and coupons) out of newspapers. You would think you could solve this media overload by just printing a small excerpt of what you want to peruse later and putting it in a letter tray near your desk? Nope. It just piles up! However, probably the ideal solution would be to designate a specific 15 minutes or more every day for something they used to give to the middle school students I taught: “silent and sustained reading.”

choir-458173_1920-intmurr

 

“Pros” Wrestle Control of Their “Free Time!” You Can Do That, Too!

“When you get right down to it, intentional living is about living your best story.”

time-481444_1920-geraltHow many times have you heard it? Make your plans and goals “intentional!” Besides all of the upcoming deadlines and appointments to which you are committed, include in your daily and weekly schedule opportunities for individual reflection and growth.

Plan 30-60 minutes of professional enrichment every day, throughout the year. The list below is based on an hour, but when time is really at a premium, just divide everything in half.

  • Read an article in a professional journal or digital newsletter (15 minutes)
  • “Keep up your chops” in ear training, sight-reading, and score reading. Have you ever used something like Elementary Training for Musicians by Hindenmith and practiced exercises that make you sing in syllables, tap a different rhythm independently with your left hand, conduct the beat pattern with your right hand, and beat your foot to the pulse? Revisit your college solfeggio assignments, and of course, sight-singing anything is also most beneficial. (10 minutes)
  • Perform on the piano, rotating weekly to different styles and forms of music. If you’re not a piano major or an accomplished choral  accompanist, include playing at sight several different voice parts simultaneously from choral octavos. (10 minutes)
  • Research and add professionals to update your contact file. Did you run into any new music teachers or school administrators this week? Search school district websites for the names of music department chairs and supervisors. (5 minutes)
  • Practice your story-telling skills (organized and “polished” telling of anecdotes about your achievements, teaching experience, “personality pluses,” and problem solving. Role play answering job-screening questions in video-recorded mock interviews, and allow time to assess your “performance.” (10 minutes)
  • Work on personal branding and marketing projects: making, refining, and customizing your e-portfolio, business card, professional website, and resume. (10 minutes)

The last three bullets above are covered extensively within this blog. Try these links:

If you “think” you are ready for the job search process, complete the self-assessment at https://paulkfoxusc.wordpress.com/2017/04/24/intereviewing-the-situation-and-jobs/.

 

box-2953722_1920-rawpixel

What about vacations or academic breaks when it seems there’s more time to spare? With some repetition to the above, in the December 2017 issue of Collegiate Communique, a digital publication of the PMEA Council for Teacher Training, Recruitment, and Retention (in support of the Pennsylvania Collegiate Music Educators Association and Society for Music Teacher Education), these recommendations were offered for college music majors who are leaving school for their winter or summer recesses.

“After you finish your semester finals, juries, concerts, writing assignments, and other projects, you may have several weeks before you have to return to full-time classes at the university. Besides catching up on your sleep and visiting your family and friends, how many of these enrichment activities can you accomplish?”

  1. Share your musical gifts.
  2. Sit in with a church or community choir, orchestra, or band.
  3. Learn something new about music… even outside your specialty.
  4. Spend a lot of time sight-reading.
  5. Improve your score reading and analysis.
  6. Volunteer to coach/conduct music rehearsals at the local public school.
  7. Attend as many concerts as you can.
  8. Compose a short seasonal, folk, jazz, or classical piece.
  9. Record video/audio excerpts of your major instrument/voice in preparation for placement in your e-portfolio.
  10. For upcoming employment prep and practice of mock interviews, review the marketing professionalism articles at https://paulkfoxusc.wordpress.com/becoming-a-music-educator/.

– Collegiate Communique #8

Of course, from a 35-year veteran teacher now retired, a snide remarkbusinessman-2929721_1920-Fotomek in response to feeling a little “stressed over the schedule” could be to “get used to the 24/7 nature of the job.” A music teacher works from sun-up (and before) to sun-down (and after), and constantly has to juggle multi-tasking on a wide variety of to-do’s, all landing at the same time: writing lesson plans, arranging music or drills, preparing scores or accompaniments, planning and rehearsing ensembles, managing the grade book and attendance records, attending faculty meetings and parent conferences, writing curriculum, student assessments, and lesson targets, preparing for extra-curricular activities like marching band, chorus, or the musical, finishing your own homework for graduate courses, district inductions, or professional development assignments, ETC.

But, if you “get organized,” you will love it! There is nothing better (albeit hectic) than the “calling” of serving your students and the profession as a music educator, inspiring creative self-expression, artistry, music appreciation, and life-long learning.

PKF

© 2017 Paul K. Fox

 

Photo credits from Pixabay.com: “hourglass” by annca, “children” by mochilazocultural, “stopwatch” by geralt, “parade” by Marmiche, “time management” by mohamed1982eg, “choir” by intmurr, “time” by geralt, “box” by rawpixel, and “businessman” by Fotomek.

inteREVIEWING the situation… and jobs

Senior Music Education Majors’ Employment Prep

Did you miss your state MEA conference?

Three of the most important recommendations for PCMEA members and other new or prospective music teachers wanting to develop a “personal brand” and presence on the job market are:

  1. Being an active member of your national (NAfME), state (PMEA), and local (college chapter) professional music teacher associations,
  2. Attending every possible music education meeting, workshop and conference, and
  3. Reading everything you can get your hands on from the first two resources above, modeling well-practiced habits of professionalism and networking skills, and getting yourself focused, organized, and prepared for the upcoming interviews.

That’s how you will get land your first employment as a full-time music educator.

pmea

If you live or go to school in PA, you should have attended the PMEA Spring Conference in Erie, PA last week. Just to “rub it in” a little, here are a few of the excellent sessions you missed that were especially geared for collegiate pre-service music teachers:

  • Getting the Most Out of Your Student Teaching Experience
  • Cracking the Graduate School Code: When, Where, Why, How, & How Much
  • Starting with the End in Mind – or – You’ve Got 4 Years, Use Them Wisely
  • Music Education & Gaming: Interdisciplinary Connections for the Classroom
  • Ready for Hire! Interview Strategies to Land a Job
  • Planning Strategies to Develop a Responsive Teaching Mindset

More importantly, if you are in your 4th year and were a no-show to your state conference this year, you missed out the chance to do a little networking, to “put your ear to the ground” listening for market trends and possible position openings for next year. You could have rubbed elbows at a bar (drinking a diet coke) or clinic or concert with a music supervisor, department chair, administrator, or high school band/choir director who knows who is taking a sabbatical or retiring from his/her school upon completion of the current semester.

Successful professionals stay up-to-date with their journals

PMEA NewsAs a “professional,” you have an open, inquisitive mind, constantly strive for self-improvement, continuing education, and retooling, embrace change and better ways of doing something, and “practice” your craft. This means you read your educational publications from cover to cover. For example, these were a few of the tips in a recent PMEA News article, “I’ve Got an Interview, Now What?” shared by Dr. Kathleen Melago, PCMEA State Advisor and Associate Professor of Music Education at Slippery Rock University, and Doug Bolasky, retired band and orchestra teacher and former Department Chair of the Southern Lehigh School District:

  1. “The interview process at each school district is likely as unique as the district itself, and while there is no foolproof way to know in advance what questions will be asked of you, it helps to give some thought to what questions may come your way.”
  2. “It’s easy to tell someone what you would like to do; more valuable to the interviewers is what you DID do. Be ready to cite instances from your student teaching and even field experiences.”
  3. “Think about items you could place into your portfolio that would help you answer the questions. For example, if you are answering a question about an idea you implemented that was creative, consider including an artifact in your portfolio that provides credibility to your answer. Avoid simply passing around your portfolio during the interview. Instead, use it as a visual aid…”
  4. “Enlist the aid of a friend and use a webcam to record yourself answering the questions as in a mock interview. Look for distracting mannerisms like playing with your hair, saying ‘um’ or ‘like,’ and so forth.

Are you ready? Assess yourself! Then, DO YOUR HOMEWORK NOW!

For those who are nearing completion of their coursework for a teaching certificate, the season of professional school interviews is coming… At this point, you should be familiar with assessment rubrics and other evaluative tools used in education. Right NOW how well do you stack up in prepping for employment screenings? Complete this checklist as honestly as possible. I am citing and “reviewing” past articles I have written at this blog-site… a perfect opportunity for you to “fill in the missing gaps” and get started on this process of finding the perfect job!

quiz-1-1189422

  1. [   ] I am familiar with numerous criteria for assessing teacher candidates (for what the employment screening committee may be looking), including specific instructional, professional, and personal skills, experiences, behaviors, or ”core teaching standards” of “Unsatisfactory,” “Satisfactory,” “Good,” or “Superior.” I know the Charlotte Danielson Framework (one evaluative model for professional development used by the PA Dept. of Education – (https://www.danielsongroup.org/) or sample school district assessment forms. DO YOUR HOMEWORK NOW: https://paulkfoxusc.wordpress.com/2015/08/09/criteria-for-selection-of-the-ideal-teacher-candidate/ and https://paulkfoxusc.wordpress.com/2015/09/01/a-blueprint-for-success-preparing-for-the-job-interview/.
  2. [   ] I have developed a comprehensive unified philosophy of music education that spotlights my abilities from the perspective of a generalist not a specialist. I can model competency and experience in general music, piano playing, vocal and instrumental (band, strings, and guitar) music, Classical, jazz, pop, and folk music styles, improvisation, composition and music theory, and technology teaching grades Pre-K to 12. DO YOUR HOMEWORK NOW: https://paulkfoxusc.wordpress.com/2015/07/04/marketing-yourself-and-your-k-12-music-certification/.
  3. [   ] I am comfortable with today’s jargon, current trends, and key “buzz words” in general education. This includes everything from “The Common Core” to “The Four C’s” of 21st Century learning, and all of those constantly changing acronyms like HOTS, DOK, RTI, and UBD. These terms may come up at interviews, so I have at least a precursory understanding about them, and if I am “stumped” with a particular question, I will admit needing clarification (and I will look it up when I get home). DO YOUR HOMEWORK NOW: https://paulkfoxusc.wordpress.com/2015/07/18/the-alphabet-soup-of-educational-acronyms/.
  4. [   ] I am becoming a proficient storyteller and have prepared a set of personal anecdotes to potential questions that may be asked at the interviews. I have practiced responding with specific examples of my past experience and accomplishments, not just “telling” my strengths but allowing the listener(s) to make his/her(their) own deductions about me from my stories. DO YOUR HOMEWORK NOW: https://paulkfoxusc.wordpress.com/2015/08/02/when-it-comes-to-getting-a-job-s-is-for-successful-storytelling/.
  5. [   ] I have practiced taking “mock interviews” in front of my peers and recorded myself for self-assessment of my ability to answer employment screening questions. DO YOUR HOMEWORK NOW: https://paulkfoxusc.wordpress.com/2015/10/11/the-dos-and-donts-of-interviewing/, https://paulkfoxusc.wordpress.com/2016/02/27/interview-questions-revisited/, https://paulkfoxusc.wordpress.com/2016/06/04/those-tricky-interview-questions/, and https://paulkfoxusc.wordpress.com/2017/01/27/body-language-interviewing-for-a-job/.
  6. I understand the concepts of…
  7. I have a high-quality…

What was YOUR score… out of 11?

Get to work… so you can get work!

job-concept-2-1140644-1

PKF

Photo credits: FreeImages.com, photographers hvaldez1 (studying for a test), Tory Byrne (quiz), and Svilen Milev (hire).

© 2017 Paul K. Fox

Body Language & Interviewing for a Job

More Sources to Prep You to Make a Good Impression at Employment Screenings

If you have been closely following this section of the https://paulkfoxusc.wordpress.com blog-site on “Marketing Professionalism,” you have consumed a lot of advice on numerous topics for preparing for the job search, developing your personal brand, and especially “conquering” employment interviews, such as:

body-language-3-1240767This article’s focus will be on the seemingly intangible… “body language!” Many say that during the interview, first impressions are critical — “the first ten seconds will create the interviewer’s first judgments about you, and then after four minutes, it’s all over.” The research also suggests that during the interview, the evaluation of your merit is based 7% on what you say, 38% on your voice or how you say it, and 55% on our facial expressions and non-verbal cues.

A good starting point to the introduction of “nonverbal communication” was posted by Jonathan Burston in his Interview Expert Academy website: http://www.interviewexpertacademy.com/body-language-the-3c-triangle/:

Using a triangle to symbolize his concepts, the “3Cs of Body Language” are:

  • Context of the situation/environment you are in… with friends (relaxed) or the boss (more stressed)
  • Clusters or groups of body language signals that you give off unconsciously
  • Congruence or links between what the person is saying, the tone of their voice, and the signals their body is giving off

He summarizes, “The 3C Triangle will help you understand the core parts of reading body language. Next time you’re with someone, either a friend, family member, work colleague or an interviewer, remember to use the 3C’s. Keep practicing.”

Probably one of the most unique presentations on this subject is a TED talk filmed in 2012: “Your Body Language Shapes Who You Are” by Amy Cuddy. Check out the transcript at http://www.ted.com/talks/amy_cuddy_your_body_language_shapes_who_you_are/transcript?language=en.

“Social psychologist Amy Cuddy shows how “power posing” — standing in a posture of confidence, even when we don’t feel confident — can affect testosterone and cortisol levels in the brain, and might even have an impact on our chances for success.”

Although some of her findings referenced in her talk are an ongoing debate among social scientists, Amy Cuddy’s research on body language reveals that we may be able to change other people’s perceptions — and even our own body chemistry — by simply changing body positions.

body-language-6-1240752Some of Cuddy’s assertions:

  • “When we think about nonverbal behavior, or body language — but we call it nonverbals as social scientists – it’s language, so we think about communication. When we think about communication, we think about interactions.”
  • “What are nonverbal expressions of power and dominance? …In the animal kingdom, they are about expanding. So you make yourself big, you stretch out, you take up space, you’re basically opening up.”
  • “What do we do when we feel powerless? We do exactly the opposite. We close up. We wrap ourselves up. We make ourselves small. We don’t want to bump into the person next to us.”
  • “We know that our minds change our bodies, but is it also true that our bodies change our minds? And when I say minds, in the case of the powerful, what am I talking about? …I’m talking about thoughts and feelings and the sort of physiological things that make up our thoughts and feelings, and in my case, that’s hormones.”
  • “Powerful people tend to be, not surprisingly, more assertive and more confident, more optimistic. They actually feel they’re going to win even at games of chance. They also tend to be able to think more abstractly…They take more risks.”
  • “Tiny tweaks can lead to big changes… Before you go into the next stressful evaluative situation, for two minutes, try doing this, in the elevator, in a bathroom stall, at your desk behind closed doors… Configure your brain to cope the best in that situation. Get your testosterone up. Get your cortisol down. Don’t leave that situation feeling like, oh, I didn’t show them who I am. Leave that situation feeling like, I really feel like I got to say who I am and show who I am.”

From Monster website, a very comprehensive article worth reviewing is “Body Language Can Make or Break a Job Interview” by Robert Ordona at https://www.monster.com/career-advice/article/body-language-can-make-or-break-a-job-interview-hot-jobs. He cites several body language experts. “You could be saying how great you are, but your body could be giving your true feelings away,” says Alison Craig, image consultant and author of Hello Job! How to Psych Up, Suit Up, & Show Up. Mark Bowden, author of Winning Body Language, agrees with Craig – and with the highly regarded Mehrabian communication study, which found that “if what’s coming out of your mouth doesn’t match what your body is saying, your audience is more likely to believe your body.”

Ordona’s blog-post sections provide the “nitty-gritty” of nonverbal communications:

  • Your “Great Entrance”
  • Showing your “good side”
  • First impressions
  • Handshakes
  • The walk to the interview
  • At the interview
  • The art of departing

Excerpts from Craig, Bowden, and Ordona’s work, here is a “top-ten list” of body language do’s (green) and don’ts (red):

  1. Be aware that the interview may start in the parking lot… you never know who may be observing you from a window or standing near you in the hallway. Regardless how you feel (inside yourself), model an attitude of outward calm, purpose, and confidence. This is no time to be frantically searching for your copies of your resume.
  2. The receptionist or secretary in the office may be informally assessing you (and the administrator may ask their opinion), so let them “observe you without letting on that you know they are watching.” Whenever possible, sit at right angles or offer your profile to them. “It makes them feel comfortable, and if they’re comfortable, they’re more likely to form a good impression.”
  3. While waiting, sit with good posture, back straight, and your chest open – additional signs you are “confident and assertive.” Don’t hunch your shoulders or tuck your chin into your chest, which may imply you are “closed off.” Don’t try to appear to comfortable or informal, for example “elongating your legs or throwing your arm across the back of the chair,” as it might make you look arrogant.
  4. If you can tell, try facing the direction from where the interviewer will come; “it’ll make the greeting more graceful.” Also, “don’t have so much stuff on your lap that you’re clumsily moving everything aside when you’re called.”
  5. body-language-5-1240757Practice handshaking with a friend before taking interviews. Avoid “the overly aggressive or death grip” as well as “the limp handshake.” Since you are going to shake with your right hand, arrange your belongings on your left side. “Offer your hand with you palm slightly up so that your interviewer’s hand covers yours,” a sign that “you’re giving them status.”
  6. Even the walk to the interview room is the perfect to time to use good body language: follow the hiring manager or assistant “to show you understand the protocol” (“I follow your lead”), mirroring that person’s tempo and demeanor, showing “you can easily fit into the environment.”
  7. Once in the interview room, it’s okay to place a slim portfolio on the table, “especially if you’ll be presenting its contents,” but place your other belongings on the floor beside you. “Holding a briefcase or handbag on your lap will make you seem as though you’re trying to create a barrier around yourself.” Again, it is recommended you sit a slight angle to offer your profile, avoiding creating a defensive barrier.
  8. Sit up straight and display your neck, chest, and stomach area, a signal to the interviewer that you’re open. “Avoid leaning forward, which makes you appear closed off.”
  9. Sit about a foot away from the table and keep hand gestures at a level above the desk (or slightly lower) and below your collarbone. Your goal is to communicate that “you’re centered, controlled, and calm – and that you want to help.”
  10. The final advice at the end of interview: “Gather your belongings calmly, rise smoothly, smile, and nod your head. If shaking hands with everyone in the room isn’t convenient, at least shake hands with the hiring manager and the person who brought you to the interview space.”

Another interesting online resource is Forbes, “10 Body Language Interview Mistakes” at http://www.forbes.com/pictures/lml45lide/10-body-language-interview-mistakes-2/#76cf48105767. Eleven slides illustrate suggestions about eye contact, the way you fix your hair, crossing your arms, and other “physical slip-ups in your next interview.”

Finally, Yohana Desta offers “9 Simple Body Language Tips for Your Next Job Interview” on Mashable at http://mashable.com/2014/11/17/body-language-job-interview/#UZoXdE1FEsqB.

“Job interviews are notorious tightrope walks. You want to be confident, but not obnoxious; intelligent but not a know-it-all. Trying to find a balance and also explain why you deserve a job is hard enough. But what if your body language could help you out?” – Yohana Desta

body-language-8-1240743Although “the experts” are not always in consensus, especially on the subjects of eye contact and leaning posture, Desta’s tips summarized below provide additional enlightenment on how to use body language to promote a positive image:

  1. Sit all the way back in your seat.
  2. Don’t go for direct eye contact.
  3. Use hand gestures while speaking.
  4. Show your palms.
  5. Plant your feet on the ground.
  6. Work on your walk.
  7. Nod your head while listening.
  8. Lean in.

In a challenging job market with limited openings for public/private school music educators in many geographical areas of the country, there is great competition in the screening and evaluation of the applicants. Hopefully these suggestions from “the experts on body language” will help you better prepare for employment interviews… and land that job you always wanted!

PKF

© 2017 Paul K. Fox

Picture credits: Photographers John Evans and Henk L. at http://www.freeimages.com