C.V. Writing Workshop

H.E.L.P. 3rd November 2011 Presented by … Anne Zifkin C.V. WritingWorkshop

or…How to get my C.V. into“the pile” !

a.k.a. Please pick me!

Getting Started What have you done? [write it all down!!] • Professional learning (internal / external) • Main areas of responsibility • Curriculum • Student Well-being • Extra-Curricular

Criteria • Half a page for each of the General Criteria • Specific Criteria over 2 x A4 • Don’t double up same items • Not less than 10 font

Criteria • address the criteria * Address the criteria! * • Address the criteria!

Criteria – Information Book https://detwww.det.nsw.edu.au/lists/directoratesaz/humanresources/schoolteachers/promottransfer/index.htm

Show you “know” the school! • Go to school website – schoolcolours? • Get copy of the School Crest • Get “the package” – ASR / School Plan • Highlight targets • What have you done already? • What do they want that you can assist with?

CV Elements – Cover Letter? • It can be your personal introduction • Sets the tone for your criteria • Some convenors may ignore

Cover Letter - your appointments... “May I draw to your attention my successful appointments as an innovative classroom teacher as well as my extensive leadership experience within the …. (regions) as (list positions e.g. Assistant Principal, Deputy Principal etc) …”

What type of school communities have you worked in? • Diversity of cultures? • NESB? • % Aboriginal students? • LSES? • PSP? • Supportive? • Challenging?

Students you’ve taught and/or “dealt with”? • “I have taught, supervised, supported and led students from every type of family / social environment and academic achievement level including …” • NESB? • Intellectual Disabilities? • GATS? • Aboriginal? • OOHC / DoCS placements? • Suspended? • “regular” families!

Staff you’ve taught with and/or supervised? • My schools have been staffed by …. • Experienced versus early career teachers? • Mentors available? • Effect on your career path / leadership style? • Team ethos?

Your impact at current &/or past school/s? … you’ll be asked! • “At each school, I have had a significant constructive impact on the culture, practices and systems within the school and their communities.” • Think about students, parents, staff, community… • Relationships • Positive outcomes • Timeframes when things happened • Professional learning you led or assisted with • Community participation • ALWAYS include reference to Aboriginal Ed. • School environment

Story vs Bullet Points?

Story style… • As stage three supervisor and numeracy coordinator I led the introduction of QuickSmart and Counting On into stage three at Flotsam Public School. These programs complement the current practices and programs within the school such as Count Me In Too, Gifted and Talented programs and numeracy blocks. QuickSmart is a program that has been successfully used to lift the instant recall and accuracy of basic number facts for the lowest achieving students in years 5 and 6. Counting On is a program that allows stage three students to participate in group based activities and games to improve their understanding of mathematical concepts using games. The activities are targeted to meet student learning needs after each student undertakes an initial assessment using Newman’s error analysis to help understand their ability level and understanding. • Resulting in quality programs being implemented across the school as the result of my ability to lead and initiate programs and my ability to identify areas of need and address these with relevant staff.

Bullet Points • Start with a powerful “leadership” and/or teaching action word/s and vary them throughout CV… Planned, produced and successfully implemented Collaboratively designed… Led Instigated Organised Trained Developed Liaised with Initiated Analysed Coordinated

Make your statements POWERFUL! • ACTION WORD • WHAT HAPPENED? • OUTCOME (students/school)(measureable even better!)

Make your statements POWERFUL! 1st Draft… Plannedindividual Reading Recovery lessons to meet the point of time needs of the students on the program. Ideas to build upon ???

Make your statements as powerful as possible!!! … and with a little tweaking! Planned individual RR lessons to meet the point of time needs of the students on the program, methodically tracking their progress through to Stage 2 to ensure each student’s continued learning outcomes were maximised and teachers had ongoing data to inform assessment for and of learning for each student.

Make your statements POWERFUL! 1st Draft… Presentedworkshops at Crossroads P.S., on the use of differentiated learning tasks in both Literacy and Numeracy to assist teachers develop more effective teaching and learning practices. Ideas to build upon ???

Make your statements as powerful as possible!!! 1st Draft…Presented workshops at Crossroads P.S., on the use of differentiated learning tasks in both Literacy and Numeracy to assist teachers develop more effective teaching and learning practices. …and with a little tweaking… Designed and presentedTPL workshops at a number of schools, on the use of differentiated learning tasks in both Literacy and Numeracy. As a result teachers became more aware of the need for and effectiveness of differentiated lessons as well as the demonstrable positive outcomes when implementing flexible and fluid grouping, to accommodate the changing needs of their students over the year’s teaching and learning cycles.

Brainstorm … current D.P. ad …specific criteria • Demonstrated ability to lead quality teaching programs in literacy and numeracy to improve student learning outcomes K-6. • Superior interpersonal and communication skills and proven capacity to provide insightful, strategic team leadership in quality teaching and curriculum. • Commitment to maintaining and enhancing existing quality programs including student leadership, student and staff welfare. • Demonstrated ability to involve parents and community in the development of sustainable partnerships.

Here’s one I “baked” earlier!

Being philosophical… • Find quotes on the criteria that represent your philosophical stance. • Adds personality to your criteria • Provides a “stand out” element to your C.V. and demonstrates knowledge of contemporary educational directions

Being philosophical…Aboriginal Education (Gen.) “Aboriginal education is not only the appropriate education of Aboriginal students but also must involve the education of all Australian students about indigenous Australia.” [NSW AECG Inc. 1995]Schools must believe in the need and enact the reality of nurturing authentic learning and engagement with every member of our Aboriginal community, to increase student, staff and community belonging to our school and subsequently improve outcomes for every Aboriginal student. As X’s Principal, I will maintain quality programs that close the achievement gap for every student, enhance and sustain the inclusive partnerships that already exist with Aboriginal students, staff, elders, community members and AECG so everybody at X P.S. “walks the talk” that Aboriginal Education is everybody’s business!

Being philosophical… As a colleague and executive I have and will always value, lead and support staff professionally and personally, ensuring they are confident, highly skilled and professionally effective: “It is what teachers think...do and are at the level of the classroom that ultimately shapes the kind of learning that young people get.” Hargreaves & Fullan

Being philosophical… “It is not fair to ask of others what you are unwilling to do yourself.” Anna Eleanor Roosevelt Management works in the system; leadership works on the system. Stephen R. Covey “... it is a gifted teacher who can infect a generation with the excitement of learning.' Aquarian Conspiracy” As X’s Principal, I will demonstrate how I have and will always value, lead and manage staff, ensuring they are confident, highly skilled and professionally effective. I have established my ability to successfully undertake and lead in this area as demonstrated by:

Referees … choose wisely! • Your current Principal is your first referee • Your second referee usually from your current school (depending now long you’ve been there) • Your third referee only called if candidate or short listed (the last personto speak about you – what can they add?) • You MUST ask them to be your referee (professional courtesy) • They MUST have a copy of your C.V. (convenor WILL ask!) • If you haven’t worked with them for more than 2 years???

H.E.L.P. – 3.11.2011 Presented by … Anne Zifkin C.V. WritingWorkshop Thank you for your attention and input…. I wish you well on your C.V. writing journey. Anne Zifkin

C.V. Writing Workshop