Tes Job Seeking Guide

The ultimate jobseeking guide for teachers

from the TES
Covering 1 Get your house in order before applying
Dont let Facebook harm your career Find out if you want to work in an independent school
2 Getting your application right

CV masterclass The rules of digital job applications How to make the most of your personal statement
3 Making a good impression at interview

Interview advice Teaching a great interview lesson
4 What happens if it goes wrong

Why we didnt shortlist you Jobseeking FAQs
Articles originally appeared in the TES or on the TES Connect website
Dont let Facebook harm your career

Its all fun and games until someone gets hurt. So dont expose your private life to public humiliation, take precautions with your online exploits. By Fiona Salvage
It could happen to anyone, anytime. A photo is put up on a social network, its tagged with your name, the privacy settings arent as strict as they could be and there you are: on a typically lively student night out, in provocative fancy dress, a bit tipsy, and for all the world to see. Harmless fun? Hardly. Social media networks like Facebook and Twitter are growing in popularity with over 500 million active users, but its not all jolly japes and larks for everyone. The teaching profession is in the public eye and several teachers are finding that Facebook is revealing much more about them than theyd expected. In the past year theres been a steady stream of tabloid stories about teachers whose Facebook posts and photos have got them into professional problems. Pupils with time on their hands and unrestricted access to the internet are dredging up photos of teachers enjoying a private life. But what about teachers who are currently searching for a job; does this really affect you? Quite simply, the answer is yes. Can Facebook harm your job prospects? Keziah Featherstone, deputy head at The Coleshill School, Warwickshire is an experienced teacher, and has this advice: I've never searched for a potential employee before interviewing but I know some places do. We have accessed Facebook material, and other social network data on a couple of occasions, though, when we have had safeguarding issues raised. My advice to anyone in education is to remember the kids will Google/Bing/Facebook/
MySpace you and if there is something there that might even be a little bit embarrassing then parents will see it too then the headteacher. Set all your security levels to high but also remember something might get through. I've had some tough conversations with people about even the most innocent of pictures: naked male torsos following an Iron Man competition can seem a bit seedy when sent around Year 9 girls' MSN accounts. And this is something that happens frequently in schools. And never, ever, become "friends" with a student or a parent on Facebook. A joint Association of Teachers and Lecturers and Teacher Support Network survey reveals nearly a quarter of education staff said they, or a colleague, have been told by an employer to remove something from a social networking site. ATL also warns that theres a growing trend for schools to use these sites to search for information on job applicants. Staying safe The best place to start is by Googling your name. Trawl through the links that Google finds and consider each one as if you were an employer ask yourself are you creating a good impression. Ken McAdam, the lead for member advice at ATL, advises you: Check any information youve posted on a social networking site like Facebook and make sure that information cant be used against you. If you have made comments or if there are photos of you that could be deemed inappropriate then you need to think if a potential employer were to access these would I be compromising my career? If theres any doubt about this then you should refresh those images or comments accordingly. Above all, this is a matter for common sense, says Mr McAdam, using privacy settings appropriately, not posting offensive comments, or comments that can be misconstrued, should help you keep your private life private. Watch what your friends post Even if youve been careful with your privacy settings, have never used bad language on status updates and only upload photos of your cat, other Facebook users could still get you into hot water. What should you do then? Mr McAdams advice is, If you find out that a compromising photo of you is on someone elses profile, you should attempt to get the photograph either removed or amended. If you are aware of it, then you should be reasonably expected to, for your own sake and for a potential employer, to say I am aware of that and I have tried to make contact with the site holder to see if I can have that content amended and here is a copy of my attempts to do so. It doesnt end once youve got a job Once youve secured a position in a school you still cant let your guard down. Pupils will be curious about a new teacher and may well Google you or try to find you on Facebook, so its prudent to continue being careful with your posts and photos.
When you start at your new school, you should also familiarize yourself with their IT policy. This should cover how social networking sites can be used in an educational context and what is considered to be appropriate contact with students online. Facebook is a valuable tool for keeping in touch with family and friends around the world. Using it wisely will help to ensure what seems to be harmless fun doesnt harm your career. Advice from ATL Use the Facebook privacy setting only friends for posting updates and uploading photos. Follow the Privacy link at the bottom of every Facebook page and edit your settings to keep your information within your network of friends. Settings such as friends of friends and networks and friends can open your content to a wider audience and compromise your privacy. Untag yourself from photos on friends pages if they could be considered inappropriate. Dont post comments that could be considered defamatory or in breach of copyright legislation. Regularly check your profile to ensure it is free from inappropriate comments and/or images. Other sources of advice ATL factsheet on how to protect yourself on the internet ATL report on why your private life is not as private as you might think Teacher Support Network factsheet with advice on Facebook privacy settings Cyberbullying and online safety factsheet from the Teacher Support Network Twelve ways to protect your online privacy from the Electronic Frontier Foundation Group
Guide to independent schools

TES jobseeking expert TheoGriff, a former Head of a large HMC school, provides a low-down of how the independent sector works. Read this guide to help you decide if you fancy working in an independent school.
The Independent Schools Council (ISC) and the Good Schools Guide (GSG) both give useful information on independent schools. However, to get the detailed stuff about an individual school you need to pay and, above all, this is information given solely from the parents point of view, not a teachers. Here, then, is a quick summary of the differences between independent schools from a teachers viewpoint. People sometimes ask questions such as: What is the pay scale for an independent school? as though they were all the same. Nothing could be further from the truth they are independent, individual, individualist even, and something that is true about one may not be true for another. Here are some brief notes on the different types of independent school you could consider working in. Day or boarding? The obvious difference is that the pupils dont go home after school, and someone has to supervise evenings and weekends on a rota system. Boarding schools generally pay an extra whack for this quite substantial in the case of the big public schools and often give free or highly subsidised accommodation, although there may be tax implications here. Boarding schools quite often have shorter terms, which in some ways counterbalances the extra hours from your weekly duty evening. The pastoral career route in a boarding school can also be very interesting, with deputy housemaster/mistress as a first formal step after being a member of a boarding house staff. Many boarding schools are in the country, so can be a bit isolated, although the family feel and companionship can be a big plus. Some traditional day schools have Saturday morning lessons, but if they do, they often have Wednesday afternoon as sport.
All boys, all girls, mixed or diamond? The all-boys schools include some of the top academic schools in the country, as do the all-girls. Look at the Sunday Times League Table. But there are also some all-girls schools which are small(ish) and a great deal less academic, concentrating on supporting the personal development of the students as much as their academic curriculum. Single-sex teaching is different from mixed whether or not you like it only you can tell. Diamond schools where pupils are mixed to age 11, then taught separately and brought together again for the sixth form - are thought by some to enable both sexes to perform better. Some of the bigger and better all-boys schools started taking girls in the sixth form (to improve both their balance sheet and their A-level results, it is said); on occasion the success of this has led to introducing co-education throughout. It is rare to find a girls school with a mixed sixth form. Big guns or not? Pay and conditions the latter including the amount of teaching you are expected to do, how late you stay there each day, whether you work weekends will vary immensely. However if the school is a member of one of the Big Gun organisations HMC, IAPS, GSA, SHMIS you should expect pay and conditions to be at least as good as in the maintained sector. In smaller schools, this may not be the case. Proprietorial school or governors? An independent school that has a Board of Governors is the most common; all HMC, GSA, IAPS and SHMIS schools have these (its a condition of membership for them all) and the Governors are an appeal route for both staff and parents in case of grievance or dispute. Some schools are owned by an individual, a couple or a family. Often the owner is the Head. These can be warm and caring environments for both pupils and staff, but may on occasion be financially less sound, especially if they are very small, and may not always offer the same conditions of service as the Big Guns do. You may find, for example, that they do not always pay into the Teachers Pension Scheme, nor give the same sick pay or maternity pay as teachers get in the maintained sector, and the pay may be less too. Check it out before you accept a job, or before you even apply. Is size important? Independent schools come in all sizes; a quick flick through the ISC website found a school catering for years 7-13 with only 88 pupils, and another which has years 9-13 with 1,310; one has 20 times as many per year group as the other. Its a case of what you feel comfortable with, bearing in mind that any school will need enough pupils to pay the bills and the salaries this year, next year, and in the future.
Littluns, biguns - or both? Maintained schools (with the odd county that has dug its heels in for Middle Schools) are either infant, junior (or combined as primary), or secondary. Independent schools sometimes cut them up differently, and give them different names. Pre-prep can be from aged 2 up to aged 6. Prep can be from 4-11, or 7-11, or 7-13. Senior can be from 11-16, 11-18 or 13-18 this latter mainly big public schools for boys. Many schools are all-through schools, ages 4-18, with a prep or junior school that feeds into its senior school. The term secondary school is not used. Group or stand-alone? Although I said at the start that independent schools are individual, there are some which are in groups. These may be small groups perhaps just a boys school and a girls school with the same name - but some are quite large. Being in a group can mean more financial stability and greater opportunities for professional development. For managers it can be good to be in a group, as you have colleagues to discuss issues with; for Heads in particular this is an advantage. A couple of the groups have been expanding into sponsoring Academies, so have a maintainedsector arm too. Among the best-known groups are: Cognita 52 schools across the UK, Europe and South-East Asia. Founded and run by Chris Woodhead, ex Chief Inspector of Schools GEMS 12 schools in the UK, another 90+ internationally. Very strong in Middle East. Girls Day School Trust (GDST) 26 schools in England and Wales. United Church School Trust (UCST) 11 schools across the UK plus over 20 academies. Woodard 19 wholly-owned schools, two Woodard-sponsored academies, plus 17 affiliated schools state schools that have joined the Woodard family in order to share best practice, latest thinking and experience. Independent school or academy? Dont be misled. An academy is an independent state school funded and controlled partly by the state and partly by private sponsorship. All academies have a significant measure of administrative autonomy, and often have different pay and conditions from maintained schools for their staff. They also have sponsors who give money to them as a charitable act usually over 1m and may direct the management and governance of the academy in order to improve them.
Useful resources from the TES

View all the jobs in independent prep schools currently on the TES jobs site View all the jobs in independent senior schools currently on the TES jobs site Independent schools FAQ your questions answered Check out the independent schools forum for further advice Induction and independent schools
A CV Masterclass
Everybody dreads doing it, but a well-crafted CV can open doors for you. Fiona Salvage helps you get the balance right
You might be a whiz with the national curriculum, but how are you with your own curriculum vitae? Selling yourself on two sides of A4 doesnt come naturally or easily to most people but it is a crucial skill to learn as this is a popular way for recruiters to decide if youre a suitable candidate to interview. You dont have to give your life story in this document but if you offer too little detail you look like youre hiding something. When cutting information to get your CV on to two pages, dont leave expanses of time unaccounted for - people will fear the worst and assume you were in prison rather than doing an unglamorous job in a chicken plucking factory. CV Basics Never write CV at the top - everyone knows its a CV - simply put your name in a slightly larger font than the rest of the document. This also applies if youre sending your CV digitally, and you should also remember to name the file with your own name, such as Jo Bloggs CV.doc, and never just CV.doc. Font sizes should be the same whether your CV is printed or emailed, with 12pt a good compromise, 10pt a little too small, and 13/14pt looking like youre filling space. Although many teachers use Comic Sans MS on everything, the CV is not the place for it. Stick to Times New Roman for printed CVs as it is easier to read, and a sans serif font like Arial for emailed CVs as this font reads better on screen. Bold and italics should be used sparingly on a CV; bold for section headings and italics for job titles is a good way of breaking up the text and making it easier to read. Dont use bold to highlight key words. If youre using italics for publication names, such as if you were on the student paper, make sure you use them consistently. Always check your CV for spelling, punctuation and other errors. Your work as a teacher on that front will be under a lot of scrutiny and if you cant get your CV right a recruiter will worry about what care you will take with other written material. Its not necessary to put your date of birth or marital status on your CV, but if youre a mature candidate, leaving out your vital statistics may look like youre trying to cover up your age. Articles originally appeared in the TES or on the TES Connect website 9
However, email isnt secure and you shouldnt put security details such as date of birth in a CV you are going to email. Instead, you could compromise and ensure you leave in the dates of your education. Never include a photograph, unless requested. It looks terribly unprofessional. Dont skimp on paper and printing. Use good quality white or off-white A4 paper, minimum 80gsm but preferably 100gsm. If youre using a Mac and think your CVs conversion to Word on a PC may affect your careful formatting you might prefer to send a PDF, although experts say Word is more widely used. Your personal statement Whether you are at the start of your career, or are a career changer and late entrant to teaching, you should always start your CV with a personal statement and your work experience. Recruiters want to know about you as a person, what skills you have and what your experience is (even if limited). These things will give you lots of areas to expand on at the interview stage. Highlight your achievements, when youve turned a bad situation into a good one, and give them a feel for the sort of teacher you are and hope to be. Make sure you include something on why you want to be a teacher. Personal statement, professional profile or career profile? Whatever you call it, the paragraph at the top of your CV nestled between your contact details and work experience is probably the most difficult part of a CV to get right. This is the part of the CV that makes you sound human and allows you to demonstrate your qualities and motivations rather than just your experience. It doesnt need to be an essay - keep it five to 10 lines maximum - but you do need to word it carefully, persuasively and concisely. This is one place in a CV that bullet points will not do you any favours. You should try to write this in the third person rather than the first. The best way to make this paragraph powerful is to make sure every word counts - dont waffle, definitely dont exaggerate, but do get to the point. The statement should be summing up your experience - so if you sorted out the lending library and the health and safety paperwork youre a skilled administrator, or a wellorganised individual. If youve turned a class from below par, to achieving the expected level for their age, you might be versatile, flexible, dynamic, innovative or motivational. Design tips Use of space is as important on your CV as it is in the classroom. Gaping holes with nothing going on will do you no favours, and nor will shoving everything on it. There are plenty of templates available on word processing software packages, on websites or in CV books and you can take a steer from these. Use the space sensibly leaving white space to aid readability - balance the page so it doesnt look lopsided, use bullet points where appropriate and use headings to help the reader navigate through the page.
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Above all, make sure youre consistent in bullet style, spacing, font size and design. Be a wordsmith Throughout your CV, a good use of vocabulary will help take it from being an average one to an outstanding one. There are lots of CV books on the market and they all offer long word lists that you can crib from. The most common of these are action verbs (eg achieved, accomplished, managed, improved, developed) and positive adjectives (resourceful, versatile, innovative, positive, productive). Be interesting One of the most revealing parts of a CV, but also sometimes the most neglected, is the multitude of sins that comes under hobbies and interests. Rather uniquely, those applying for teaching posts are probably able to turn this awkward part of a CV to their advantage, and use it to highlight opportunities for extra-curricular activities that you can get involved in. Candidates with music skills would do well to highlight these talents, as would those with sporting prowess, while any position of responsibility in a team or organisation shows you can organise and get things done. Good luck! Good words to use Achieved Delivered Developed Enjoyed Demonstrated Supervised Persuaded Improved Co-ordinated Implemented Trained Monitored Completed Great words to use Quickly Resourcefully Effectively Competently Carefully Creatively Flexibly Bad words to use Avoided Failed Relied Argued Lost Tried
From Brilliant CV by Jim Bright and Joanne Earl, Prentice Hall

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Top books on CV writing The CV Book by James Innes, Prentice Hall, 9.99. Youre Hired! CV: How to write a brilliant CV by Corinne Mills, Trotman, 9.99. How to Write an Impressive CV and Cover Letter: A Comprehensive Guide for the UK Job Seeker by Tracey Whitmore, How To Books, 12.99. Perfect CV by Max Eggert, Random House, 7.99.
Useful resources from TES Join the TES Talent Bank and we will help match you with suitable employers. How to make sure your CV makes a good first impression. Experts reveal what they look for in a job application.
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The rules of digital job applications

Apply online. Type, click, and succeed in 10 easy steps
Rule 1: Keep it formal Online applications can feel impersonal, but this doesnt mean you can cut corners. Make sure you write in proper sentences. Rule 2: Handle with care If you can, print off the application first and fill it in on paper as a draft, or copy and paste the questions and type up your answers. You can then copy and paste them in. Dont forget to check for word limits. Use the spellcheck, but dont use this as a substitute for reading it thoroughly typing form instead of from is very easily done. Rule 3: Crack their code Check the job description for keywords - such as organised, liaised, creative, innovative - and make sure you use them (appropriately) in your application. Rule 4: Always keep a copy Before you press send, hit print and make a file copy for each application you do. When it comes to the interview stage youll be glad you did. Rule 5: Check the deadline There is nothing worse than spending lots of time on a position that closed last week. You cant rely on the website to have closed the entry portal on the right day. Rule 6: Quality not quantity Dont bang out 10 online applications in an afternoon - youre better off spending quality time on a handful of applications and doing them really well in the same amount of time. Martyn Best, managing director at Hays Education, says: Each application needs to be tailored to the role; increased competition for jobs means that employers can be far more specific about what they want. It is, therefore, crucial that you spend time drawing upon your competencies that match those listed within the job profile.
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Rule 7: Avoid language barriers Double check your software settings are for English UK and not English US. Rule 8: Highlight your IT skills As an NQT, chances are youre likely to be more of a digital native than some of the existing staff members, so make sure you highlight your abilities in this area. Just completing the application online wont demonstrate your capabilities fully. Rule 9: Dont forget to mention extra-curricular activities These can be a real selling point for you. Make sure you look at the schools website first to see how your interests fit with the schools, and prioritise them accordingly. Rule 10: Make the most of your personal statement And make sure it is personal to each position before you copy and paste it in. Mr Best says: This is your chance to showcase your skills, detailing how you meet the functional and behavioural competencies contained within the job description and person specification. Dont waste it.
ONLINE ETIQUETTE: THE DOS AND DONTS Dont leave the subject line of your email blank. Dont lapse into informality just because it is email. Use Dear not Hi and a formal closing greeting, not thanks or best. Dont save your CV as CV.doc - rename the file to include your name. Do send the CV as an attachment, but make sure the covering letter forms the main body of the email. Do double check youve attached all the documents before you hit send. Dont use a non-standard font. Do use a sans serif font like Arial that looks best on screen, which is likely to be how your CV is first read. Do remove the witty and hilarious signature line from your email. Do set up a new email account for job applications - keep the hilarious hotstuff@hotmail.com email addresses for the weekend. Do remember to check your new email address. Dont add in personal details such as date of birth or marital status into your CV if it is to be emailed, as email is not secure. Dont use images on your CV - it is unprofessional and unpredictable as different software programs may scramble images.
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Do check your Sent items or Outbox to make sure the email has been sent. Do make sure you have accounted for any gaps in employment history.
Useful resources from TES Join the TES Talent Bank and we will help match you with suitable employers. How to make sure your CV makes a good first impression. Experts reveal what they look for in a job application.
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Make the most of your personal statement

The personal statement can make or break an application. TES Careers expert John Howson reveals how to stand out for the right reasons
If youve ever worried about how you can stand out on a faceless application form among all the other teachers who have applied on the same faceless application form, the statement of support is what you need to focus on. This requires you to say why you want a particular job and is probably the most important part of any application form you will complete. The same is true for the covering letter accompanying your CV where a school prefers that to an application form. There are a number of general rules that are worth following, as well as some pitfalls to avoid. Target your applications The first, and most important rule, is that your application needs to reflect the job that the recruiter is seeking to fill. This is especially important when you are completing numerous forms at the same time. An example: I have a degree in geography and an MA in environmental technology and am interested in the global use of resources. Good stuff, and it shows how well qualified the person is, but at the start of an application it suggests the person is more interested in their subject than in becoming a teacher. Perhaps they are applying for the wrong job. Some jobs call for more than one skill. Often candidates are stronger in one aspect of the job than another. There is a temptation to focus on the strengths and ignore the other aspects of the job. This can be a mistake. Schools will want some confirmation that you can offer something in respect of all aspects of the work. Show you can meet the schools needs Another common failing is to oversell your ambition rather than address the needs of the school. Consider the following from an enthusiastic candidate:
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I have fond memories of taking my holidays in a small village and have always had the ambition to work in one as a teacher. Small villages are great places to live and to bring up my children. All true, all very encouraging, but if it appears in any application it can only be towards the end, as a final point. Schools are much more interested in your ability to meet their needs. Better to re-work this as: Small schools have special characteristics. The information about the school mentioned that there are multi-age classes at KS2. I worked in such a setting during my training and handled it as follows Check and double-check Cutting and pasting between letters of application can lead to mistakes, so always check carefully. This was an application received by a school serving a rural community: I am especially interested in working in an urban school. These sorts of simple mistakes appear all too often, as any headteacher will tell you. Indeed, computer packages have probably made them even more common than in the days of individually typed applications. It is always best if someone else looks over your application after you have completed it as you all too often see what you expect and not necessarily what is actually there. Useful resources from the TES Professor John Howson answers jobseeking questions twice a week on the TES Connect career clinic. The TES runs regular jobseeking seminars as well as one-to-one career coaching sessions. Find out how to sign up. How to make sure your CV makes a good first impression. Experts reveal what they look for in a job application.
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Interview advice
TES Prime recruitment director offers advice on how to arrive relaxed, wellprepared and on the ball Interviews are an inevitable part of going for a new job. Few of us are entirely at ease talking with a group of strangers about ourselves, our accomplishments and what we see ourselves achieving in the coming years. Writing these things down on an application form is one thing, but for many the idea of facing an interview panel is another matter entirely. But don't be afraid - there is a lot you can do to prepare yourself. First, interviews are not designed to trip you up; they are your opportunity to highlight your skills and achievements, strengths and ambitions. Secondly, they are a two-way process. From your perspective, you need to be sure that the school you are interviewing at is absolutely right for you in terms of how you will fit in, how well you will be supported and how well the school is going to help you to progress further as a teacher. Teaching is undoubtedly one of the best jobs in the world but it is essential you find a school that you are not only right for, but is right for you. The purpose of any interview from a school's perspective is to find out if you meet the criteria. They are designed to determine who will fit best with the existing staff makeup, who will be able to contribute most effectively to the school, what are your motivations and goals, how do you assert yourself and what is your personal philosophy of teaching and education. Preparation is everything Prepare yourself; know the job description inside out, research the school by looking at their Ofsted reports, their school results, their CVA score, the school website and prospectus. If you are offered the opportunity to visit the school beforehand, do. This will give you a chance to experience the school's dynamics, speak to the children and staff and get an idea of the sort of candidate the school is looking for. Make sure you are up to date with current affairs in the sector by reading The TES, the BBC Education site, the TDA website and by doing some general research on the internet.
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Ask someone to give you a practice interview; your tutor, a mentor or senior manager at your placement school will probably be all too willing to help. Ask them to be blunt about bad habits, including body language. Write out bullet points of your strengths and the questions that you would like to ask and are likely to be asked at interview. These may be on topics such as classroom management, discipline, strategy etc, so ensure you have thought about these things and formed set ideas about what you would talk about if asked. And finally, re-read your application form, plan your journey and on the night before the interview, ensure that you get a good night's sleep! Make the first impression count You already know you are the best NQT anybody could hope to hire, but how are you going to persuade the interview panel of that? Unfortunately, knowing your stuff is not always going to be enough and, with the outcome of 90 per cent of interviews decided in the first two minutes, first impressions count. No matter how superficial it may seem, it's important you look the part. Be polite and friendly to all the school staff that you meet throughout your interview day. Although the majority of staff will not be involved in the interview, you are likely to meet many of them throughout the day and their views are often canvassed. So watch out for that 'informal' chat in the staffroom. Tours by pupils are a common feature. You can relax a little here and use the tour as an ideal opportunity to understand what the children think about the school. Teaching a lesson or leading a pupil activity is very common. You should have had the details of what is expected and time to prepare. Don't be afraid to ask for help and stick with your normal style of teaching that works well for you. When answering questions, always include points from your application, and expand on them, ensuring that you draw on your own experience. Give examples of times you have had to deal with the situation they are asking about, how you handled it, how successful you were, what you learnt from it, and if necessary, what you would do differently if dealing with it again. Be sure this is the job you want. Accepting a job at the wrong school can be as disastrous as marrying the wrong person! If you are not sure, you can ask for 24 hours to consider. This is reasonable, although the culture in education is still to offer a position and expect an immediate answer. This far in the process you should have a fairly clear view of whether or not this is the place for you. Once you have got the job, take every opportunity you can to spend time in the school before you start officially. That way, you will feel part of the team before the hard work really begins. What not to do: the common mistakes Don't be unprepared for your interview - make sure you have thoroughly researched the school and that you understand the job specification. 19
Don't wear novelty clothes - dress appropriately. Don't talk too much - make sure you listen to the questions and answer them concisely. Don't be negative - you may have already have had some negative experiences, but don't focus on them. Focus on the positive ones, or talk about what you have learned from the negative ones. Don't try to be a comedian - many have tried and many have failed. By all means, don't be serious the whole time, but you're not starring in Mock the Week. Don't make things up - you are likely to be asked to give practical examples of what you have stated on your application form. Don't fall at the finish - if all of your questions have already been answered during the interview, take the opportunity to stress how interested you are in the position rather than say you don't have any questions.
Be prepared: questions you could be asked Why did you apply for the position? Describe a lesson that went well for you? Describe a lesson that did not go well for you and what you did about it, or would do about it in the future? What would you do to develop positive relationships with pupils? Describe your classroom after two months of starting your new job? How would you contribute to the school as a whole? What qualities do you think make a good teacher? What are your main strengths and weaknesses as a teacher? What strategies do you implement in the classroom to manage behaviour? How do you plan and structure lessons? What are your career aspirations? How do you envisage working with parents?
Useful resources from TES TES Prime is the market-leading executive search and selection division of the TES. If you're looking for a role in senior leadership check out the advice on TES Prime Interview tips from our careers expert Possible interview questions How to get shortlisted for a teaching job
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The TES runs regular jobseeking seminars as well as one-to-one interview coaching sessions. Find out how to sign up.
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Teaching a great interview lesson

You only get one shot at delivering your interview lesson, but there's a lot you can do to make sure you hit the target Interviewers need all the help they can get to choose the right new person to join their team, so it makes sense that they want to see a prospective teacher in a classroom, running a lesson. The scenario may be artificial, but you can make it work for you. In inviting you to deliver a lesson, a good school will make the context clear, offer you information about the group you'll be teaching and what work they have been doing recently. They may even suggest a topic for you. Interviewers want to see you at your best and find the real teacher in you. Remember that all they know about you at this stage is what you've put on paper. So what's an interviewer looking for? Enthusiasm, above all else - enthusiasm for teaching, for learning, for the subject. This is closely followed by evidence that you actually like children and can build good relationships with them. Good subject knowledge will clinch it as long as you have the other qualities. But how do you communicate all that in a single lesson, and with a group you've never met before? Keep it simple Have your resources ready, and don't rely on complicated equipment. Check out the 50,000 plus resources on TES Resources if you need a bit of inspiration. Videos and overhead projectors are fine if you're sure they will work, but be ready with an alternative approach. Remember that it is the quality of your interaction that is being observed, not your mastery of the remote control. Keep it active There are no points for showing that you can keep kids silent for 50 minutes while they write about their last holiday.
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Be well prepared, but not over-prepared You mustn't be so anxious about sticking to your plan that you miss the opportunities students offer you. Have a clear idea of where you want to go, but be ready to change the route if you're offered an opening. Give the interviewers a copy of your plan - check for spelling errors. Make sure you have a plainly phrased learning objective and some motivating activities that will allow the kids to meet it. The secret lies in the way you manage the classroom Before you set foot in the classroom, make sure you know and follow established school policy about starting lessons. Do kids line up outside the classroom? Do they stand up quietly and wait to be told what to do next? Get that right and you'll have shown that you are ready to fit in with the way the school does things. Try to make sure that children know who you are and why you are there. Unless they are unregenerate hooligans (this is unlikely - the school is trying to project a positive image, too), this knowledge should help to bring them onside. Be very explicit indeed about what you intend to achieve in the lesson. Spell out the new skills and understanding that children will acquire. Put the learning into context "You can use what you learn today to help with revision/your next test/reading poems." Make sure that you give your observer a written copy of your lesson plan, too - if nothing else, this will give them something to follow up in the interview. As this is a one-off lesson, it's likely to be self-contained, predominantly oral, and active. Your first task is to get everyone involved. Use question and answer first to establish prior knowledge on which to build your lesson and your relationships. Show that you value contributions by asking children's names and using them. Move quickly on to the active, exploratory phase. Don't hand out resources yourself have a class member do that. This will offer more evidence that you can build relationships. Keep the activity simple, make the task clear, set a time frame, and be sure that everyone knows what feedback you're expecting - oral reporting, probably. Move around the room, talk to kids as they work, distribute yourself evenly, and make sure you have spoken to everyone and been seen to have done that. In the final phase, draw the class together, draw conclusions from the activity and summarise the learning. Spell out to them and to the observer what they now know that they didn't know before. If you have a particularly lively student, have him or her record the comments on the whiteboard so that you have simultaneously harnessed the excess energy and are free to manage the contributions. Try to imply that you've offered something of continuing value and interest by leaving the class with suggestions for extending or practising what you've taught them - ideas for further reading, or a few related web sites they could visit.
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Tips from teachers Get to know the class Remember you are not going to teach a lesson - you are going to teach children. Introduce yourself, tell them something about yourself, ask their names, engage them. Give them name stickers and use their names, look at them when you are talking to them and listen and respond to their answers. Teach something you feel comfortable with, that is appropriate to their age and ability range and that (with luck) will be a successful lesson. The lessons I have observed that made my heart skip are those where the teacher cares about the young people and helps them all have a good time and feel good about themselves while learning.
Liz Wilson-Chalon, Somerset

Take a few risks
Your lesson needs to stand out, so don't go for the safe option. Think of some exciting science experiment, an art activity that will have the class buzzing, or poetry work that will make them laugh. Acknowledge on your lesson plan that it could get noisy, but that you want the children to be enthused and to discuss the activity in animated terms. Don't go for a lesson that involves handing out endless bits of paper; the children can become restless. Plan an activity that does not need a lot of setting up. Try to bring all that you need to the school yourself - apart from paper and pens - and don't give them a long list of requests. Think carefully about timing; make sure your lesson has a clear end to it and that you do not run out of time. Finally, don't just choose a core subject for the sake of it; choose something you are enthusiastic about. When you talk, show that you are excited and interested. Children respond to this. You might also enjoy the experience more yourself.
Fiona McDonnell, Cambridge

Keep it simple
Connecting positively with the class is important. When I was interviewed for my first job, the head was impressed that I asked the students to say their names as they volunteered answers to questions. Keep your lesson objectives simple and don't plan too much. The observers want to see that you can introduce a topic or skill, teach about it and assess if the class has understood. Always have an extra extension task up your sleeve in case the students race through your lesson, having covered the material a few weeks earlier.
Laura Seabright, Lewisham
Author details: Harry Dodds is a freelance writer and teacher
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Why we didnt shortlist you

An experienced recruiter reveals the blunders that will keep you off the shortlist
Having experience of the shortlisting for over 200 posts in a number of institutions, I thought you might find it helpful to have some idea of the thought process that schools go through when selecting applicants for interview. For some posts there are 50-100+ applications, so schools can afford to be pretty picky when putting you on the Yes/Perhaps/No piles. These are the main problems noted: You didnt seem to know which school or which job you were applying to Your letter began Dear Sir/Madam - couldnt you check on our documents the actual name of the head? And find out if its a male or a female? You put the name of another school in your letter. I am particularly interested in working in Eton College because You send a photocopied letter with the name of our school hand-written in You have little, or inaccurate, information about the school or area: I wish to work in a vibrant, ethnically-diverse community such as Surrey (That application was someone lazily using the same letter for every post, not bothering to see if it was relevant) You apply for a job that is not on offer. I am particularly interested in this Foundation Stage post. Sorry, ours was KS2
offers many employment opportunities, and would like to apply for the posts of Senior Teacher in the Junior School, Head of Physics, Head of Psychology and teacher of English in the Senior School. Mock ye not - I have seen this actual example! The letter continued: Please send a ticket from Buenos Aires to London so that I can attend your interview at your earliest convenience
You apply for too many jobs: I have seen on the TES website that your school
You didnt do as we asked you to We asked for a supporting statement of no more than two sides A4, you sent one which was four sides long Or one which was two sides, but in a tiny, tiny font Or just one paragraph We asked for your experience in chronological order, most recent first, you started with your GCSE results
curricular activities: nothing?)
You left parts of the form blank (Please outline your contribution to extra-
25
Or you just wrote in: See CV. We actually want the form filled in to enable us to compare easily 50 different candidates. If you cannot be bothered to take the information out of your CV, why should we go to that trouble? Bin it. We needed the fax and email numbers of your referees, so that we could contact them urgently for a reference. We were unsure whether to shortlist you or another candidate, you were even-stevens. But he gave all the details, whereas we would have had to ring up the school to get the missing information to get your reference. So we chose him, and binned you.
You didnt have your current head as a referee. We are required by Safer Recruiting Guidelines to get a reference from your current employer (or most recent if not teaching at present). For NQTs, a head from one of your TPs is fine.
You didnt seem to be trying very hard to impress us Form completed in a scruffy fashion No reference anywhere to the actual person/job spec that we sent you, so your application seemed to be something you were scattering around everywhere You leave gaps in your chronology. Were you in prison? We need to consider this possibility under Child Protection guidelines Your spelling, grammar and punctuation leave much to be desired You dont give the head of your current school (PGCSE tutor for NQTs) as referees. Why not? We would have to contact your current head anyway under Safer Recruiting guidelines, so put him/her in
You were trying too hard to impress us
in fast-paced demanding professional environment where I can utilise my skills, education and experience to groom myself. What does this actually mean? And
why do I care about your desire to groom yourself - I am looking for my advantage, not yours
A CV beginning with your mission statement: An educator seeking appointment
You havent got the right balance in your CV: too much about your early experience (I was a form captain in Years 7, 8 and 10, and a school prefect in the sixth form) and too little about your current contribution to the school where you are working now Your statement/letter is too full of jargon and waffle, and includes paragraphs on irrelevant points You tell us as great length how good it would be for you to work with us. But would it be good for us?
Useful resources from TES

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TES Prime is the market-leading executive search and selection division of the TES. If you're looking for a role in senior leadership check out the advice on TES Prime Interview tips from our careers expert Possible interview questions How to get shortlisted for a teaching job The TES runs regular jobseeking seminars as well as one-to-one interview coaching sessions. Find out how to sign up.
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Jobseeking FAQs
Check these answers to frequently asked jobseeking questions prepared by ex-headteacher and TES jobseekers forum host, TheoGriff. Whats the difference between a letter of application and a personal statement? This is a common source of confusion. Basically there are three possible elements in an application: A personal statement. A letter of application A covering letter
In theory - I emphasise this - in theory they are

different, and you would never have all three. Letter of application and personal statement are the same thing, except that one starts Dear Mr Griffiths and tother doesnt. (so dont do both!). A covering letter is just that: it is a letter that acts as a sort of envelope, covering what you are sending off. It is a technical term and is used when you have a statement instead of a letter of application (so dont do both!). The confusing thing is that sometimes the school doesnt understand what a covering letter actually is, and so they ask you to write a covering letter when in fact they mean a letter of application, so you need to keep your wits about you! Click here for Theos full answer How can I sell myself at interview? I think that there is a lot that can be done in the way of practicing dressing up, knocking on the door going in, answering questions and then getting feedback. Would your line manager of a knowledgeable friend do it for you? This can give you more confidence in how you are projecting yourself. A lot can also be done by preparing points to get over. Think: What are the points about myself that I want to get over to the panel? This could be things like I am analytical, I am good at communication - four or five key points about yourself. Then when you get asked a question, think: Which of my key points can I illustrate here? This will ensure that your answers, while honest, truthful, legal, etc etc, also are doing a good job of selling your strengths to the panel.
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I cant get hold of my former head to seek permission to use him as a reference. What can I do? Just write him a nice letter saying that youve been trying to contact him, have such good memories of working in his school. Are now applying for new post, wanted to ask his agreement to put him down as referee but unfortunately you havent been able to contact the school at a time that was convenient to him, so have had to put his name down before hearing from him. Is it possible to request to see my references? References are to enable heads to appoint someone who will be really a good teacher and who will not represent a danger to children. There are clear rules about writing references, and about who gets to see them. And there are two common mistaken beliefs about references: that it is not allowed to write a poor reference about someone, and that you have the right to see a reference written about you. It is untrue to say that you cannot give a poor or negative reference. The reference has to be fair and accurate and reasonable and not misleading. And that includes not misleadingly being too favourable for an inappropriate candidate. You may request to see a reference but your actual referee does not have to show you - they are specifically exempt from the Data Protection legislation. If you make a formal data protection request, you may get sight of a version that (a) doesnt show any opinions (as opposed to facts), and (b) the person who wrote it cannot be identified if the recipient has reason to believe that he doesnt wish to be. For Theos full story on references see: If offered a job, must I decide instantly? Most schools will offer the job by phone that evening or the next day, and expect an immediate answer to allow them to rush an offer to Candidate B if Candidate A turns it down. Some schools offer on interview day in the flesh, and expect an immediate answer. I know of several schools that put a written offer letter in front of the candidate and get them to sign an acceptance there and then! The very most that you could hope for would be 24 hours to think it over. If I accept a job offer, can I then change my mind? Once a school offers you the job, and you accept, even if both are done verbally, you have both entered into a legally binding contract. The written contract - officially called the conditions of employment - doesnt in law have to be signed at the latest until eight weeks AFTER you start work. So legally, if you have accepted, even verbally, you have entered into a legally binding contract. So could they hold you to it? In theory yes, but in practice they probably wouldnt, as no-one wants a reluctant employee. They could charge you the cost of re-advertising the post (several hundred pounds) or even the cost of taking senior staff off their jobs Articles originally appeared in the TES or on the TES Connect website 29
to interview. More likely, they talk about you, when heads meet up, or by email, warning colleagues that you proved to be a unreliable candidate, accepting then withdrawing. Useful links from TES For jobseeking advice visit Jobeekers Clinic, hosted by TheoGriff and search past posts. If you still cant find the answer to your question by searching, post your question to Theo.
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