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To hear from local school district human
resource and Career Development Center
representatives
To understand the purpose of hiring portfolio
To understand how to develop a hiring
portfolio
To learn how to use the hiring portfolio
Chance favors the prepared mind. – Louis Pasteur
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Pick up materials:
◦ AAEE Job Search Handbook
◦ Exit Pass
◦ Class Evaluation
◦ Notes (Graphic Organizer)
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4:00–4:15
SchoolSpring Demo Site
Job Search Handbook
See Education Supply and Demand
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4:15-5:15
5:15-5:30
5:30-6:30
6:45-7:00
Panel Discussion
Break
The Hiring Portfolio
Reflection and Evaluation
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Don Cowart, Cranston Public Schools
Linda Kent Davis, Director, RIC Career
Development Center
Spencer Dickinson, Providence Public
Schools
Shannon Sweeney Saunders, Human
Resources, Warwick Public Schools
Moderator– MacGregor Kniseley, Professor,
RIC
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Welcome and Introductions
Current and Future Market Conditions
Application Process
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Where do look for job openings
Time table for applying
Required application materials
Nature of the interview
Questions from Students
Further Advice
Closing
Notes
Types
How to
Use
HIRING
PORTFOLIOS
Purpose
How to
Develop
A. Yes, I developed a printed binder
portfolio.
B. Yes, I developed a digital,
computer-constructed portfolio.
C. Yes, I developed BOTH a printed
binder AND digital, computerconstructed portfolio.
D. No, I have never developed a
hiring portfolio.
A. Web-based pay for service
Chalk and Wire, Live Text)
B. Web-based free service
Page Creator, Google Docs)
( e.g.,
(e.g., Google
C. DVD-R
D. CD or USB flash drive
E. I do not have a digital portfolio.
A. Web-based pay for service (e.g., Chalk
and Wire, Live Text)
B. Web-based free service (e.g., Google
Page Creator, Google Docs)
C. Microsoft Office software
D. Other digital portfolio development
software (e.g., Dreamweaver)
E. I do not have a digital portfolio.
It’s a result of self-assessing.
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An organized container of evidence with
critical reflection that
demonstrates knowledge, skills, and
dispositions
in relation to expectations of employer or
other professional standards.
A. Unique Skills, Knowledge,
Experiences
B. Knowledge/skills of teaching
C. Critical reflection
D. Dispositions
E. Organization
1.
2.
3.
4.
Monitor one’s progress of learning.
Relate standards, theory and research on
effective teaching to the practice of teaching.
Problem solve-analyze situations thoroughly
and generate effective strategies.
Set goals for future learning.
Table of contents (indicates organization)
 Evidence (indicates
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knowledge/skills/dispositions)
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Reflective paragraphs introducing each
section
(indicates critical reflection)
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Before the interview
- To organize your thinking and evidence.
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During the interview
- To present evidence, examples, and illustrations
from (printed portfolio).
- This requires PRACTICE.
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After the interview
- To provide each interviewer with your digital
portfolio CD in an envelope.
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Professional in appearance
Message to interviewers – “Applicant uses
technology.”
Able to use multi-media (brief video clips,
PowerPoint presentation, scanned work
samples)
Easy to reproduce and deliver – CDs and urls
But a printed portfolio can be practical for
interviews.
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Chalk and Wire
- Purchase in the RIC Campus Store
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Interfolio
1.
2.
Determine the employer’s expectations.
Analyze the job description.
Research district and school.
Mission, initiatives, hiring process, employer
expectations, demographics, curriculum
3.
4.
5.
Identify your core beliefs.
Customize a resume and cover letter.
Develop a hiring portfolio.
Know your school/district employer.
Providence School Department Web Site
 Mission
 Initiatives
 District Hiring Process
◦ PATS Criteria-Based Hiring System
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District Curriculum and Assessment
State Standards
Current Trends and Issues
Providence School Department Web Site
 Criteria-Based Hiring System
 Fact Sheet
 Curriculum Guides
 Community Partnerships
 NCLB – School Performance Classifications
 Schools (e.g, Vartan Gregorian)
 College Crusade
 PASA
 Teachers Union
 I-Plan – Professional Development
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Cover Letter
Two Letters of Reference
Resume
Three Samples of Student Work with
Annotation
Evidence of Professional Development Activity
Copy of Parent Communication
Application Form
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Content Knowledge and Pedagogy
Achievement
Critical Thinking
Communication Skills
Professional Engagement
1. Raising Student Achievement
2.
Raising student
achievement is the greatest challenge facing PPSD. Please explain
what draws you to this work, what your academic and professional
experiences will enable you to bring to it, and why you believe you will
be successful in raising the achievement level of all your students.
Using Data to Drive Instruction How have you used data
in the past to drive decision making? How might those experiences
help you to use student performance data to drive classroom
instruction?
3. Continued Professional Learning
Please describe your
experience with continued learning, either through academic
coursework, structured professional development, or in pursuit of
professional credentials/certifications and how you plan to continue
your development while teaching in Providence.
Statement of Purpose
Table of Contents
I.
Cover Letter
II. Resume
III. Philosophy Statement
IV. Images of Teaching
V. Unit Planning with Two Implemented Plans
VI. Reflection on Implemented Lesson
VII. Student Work – Assessment of Student Learning
VIII. Plans for Professional Development
IX. Results of an Evaluation of Teaching
X. Parent – Guardian Communication
XI. Other: Certifications, BCI, Letters of Reference
Explain the purpose of the hiring
portfolio.
 Relate to job description and employer
expectations (e.g. PSD “Five Teacher
Competencies”)
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Simple
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Introduce-Grab Attention-Increase Interest
Develop after you have completed the
resume.
Indicates a candidate’s disposition of critical
reflection.
You can explain . . .
 Why the item was selected - Significance
 What you learned or achieved
 Your goals for future learning
Relate thinking to professional teaching
standards, theory/research about how children
learn and effective teaching.
In this section you can view evidence of my ability to plan a unit
using a “backwards design approach.” The unit planning
framework centers on the idea that the design process should
begin with identifying the desired results and then "work
backwards" to develop instruction rather than the traditional
approach of defining topics need to be covered. The framework
includes three main stages:
◦ Stage 1: Identify desired outcomes and results.
◦ Stage 2: Determine what constitutes acceptable evidence of
competency in the outcomes and results (assessment).
◦ Stage 3: Plan instructional strategies and learning
experiences that bring students to these competency levels.
Unit planning helps me focus on the big ideas, align with
standards, and plan systematically for assessment of student
learning.
(Rhode Island Professional Teaching Standard
2)
Source: McTighe, J. & Wiggins, G. (2005) Understanding by design.
Alexandria, VA: Association for Supervision & Curriculum Development.
You can explain . . .
 what you learned about the students or
yourself during the teaching incident.
 instructional decisions that helped your
students learn.
 how you would teach the lesson differently.
Relate thinking to RI Professional Teaching
Standards, theory/research about how
children learn and effective teaching.
Using Classroom Response System (CRS)
CRS engage all learners,
increase student interaction, improves critical thinking and assessment. I preassessed students during the FOSS Earth Materials science unit by using an
emerging technology called classroom response system. I learned about my
students’ misconceptions and planned lessons accordingly.
(RI Professional Teaching Standards 4, 5, 9)
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Develop your digital media development skills.
Reduce size (resolution) of images.
Save as PDF.
View completed portfolio on Windows and MAC
computers.
Edit video clips of teaching.
 Two – three minutes
 Include reflective commentary
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Set up SchoolSpring Job Seeker Account.
http://www.schoolspring.com
Read job posting.
http://demo.schoolspring.com.
Enter ID: 44410 (CURR 480 Teaching Job).
Complete cover letter and resume and answer
two questions.
When you’re ready to submit, login at
http://demo.schoolspring.com
Go to Job Search, Enter ID: 44410 (CURR 480
Teaching Job). Click on “Apply for this Job.”
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Treat the interview as an
authentic interview.
◦ Dress professionally.*
◦ Arrive early. (There are no make up
interviews.)
◦ Bring 7 copies of your cover
letter/resume and a printed hiring
portfolio.
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We will start on time and end on
time.
Leave your printed portfolio with
me.
Write thank you letters to each
interviewer.
Click here:
Interview Attire for Women
Interview Attire for Men
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May 31 – June 2: Meet in small group tutorials
to improve resume, cover letter, hiring
portfolio, and interviewing
By June 3: Set up SchoolSpring account and
submit application (cover letter, resume,
response to two questions). See
Blackboard>My Course Work>SchoolSpring
Job Seeker Account.
June 6 and 7: Mock Job Interviews.
◦ Complete Exit Pass
◦ Class Evaluation