Decisions, Decisions, Part 3 – The Offer
Posted: Tuesday, March 3rd, 2015
by Rick Pomeroy
You have done your research, you had a great interview, and now it is time to wait. Hopefully, the wait is not too long but any time at all will seem like an eternity. During this time, it is important for you to consider your options and be prepared with your answer.
Going into the job search, you must understand that there are two players in the job search-job offer game. You are looking for a place to launch your career. It is critical that it be a position where you will have an opportunity to grow as a teacher. You will need to feel like you are a part of the faculty and wanted as part of the staff. On the other hand, the principal is working hard to fill a position(s) with the most highly qualified teacher. It is critical to them that the person they select has the credentials to teach the classes they need, the skills to do the job effectively, and a person who will become part of their school team. In most cases, they are looking for a new teacher to fill a particular need, whether it is replacing the beloved retiring teacher or a teacher that was ineffective in the classroom. Either way, they are investing time and energy in selecting the best candidate before that person is snapped up by another district.
When an offer is made, the principal or administrator wants a response right away. They want to believe that you are as excited about joining their team as they are about making you the offer. When they call, some want an answer during that phone call. Others recognize the significance of this decision and may offer you a day or two to consider their offer. Either way, you should be ready with your decision when the offer is made. If they give you some time to respond, you need to do them the courtesy of meeting their time frame. If you know that this is the job you want, don’t put them off waiting to see what others will say. On the other hand, if you know it is not the job for you, be ready to decline and move forward. If you need time to decide, it should be time for really thinking about the job that is offered rather than waiting to see what someone else is going to offer. You want to be sure that this is the right position for you. You may have applied to several positions, some as your dream job and others as a “safe” backup. Nothing could be more nerve racking. Do I take the first job that is offered, or do I hold out for the job I really want? No one can tell you what decision to make. Location, subject, grade-level, school calendar, even the bell schedule might influence your decision but these are all things you can include in your research in preparation for your response.
By the time an offer is made, you should know if a job/district is a fit for your skills and desires. The interview should have given you some insights about the people you would be working with and a visit to the school and community, hopefully arranged before the offer, should equip you with the information you need to determine your response. Given the need for science teachers, there will be many jobs available in the coming hiring cycle. Some will be perfect, some will be a good fit, and some will miss the mark. Your task is to figure that out.
Over the past twenty years, I have mentored over 300 new science teachers. During that time, 100% of those students who wanted to teach got a job before the start of the school year. They took jobs in small rural and large urban districts, public schools charter schools and private schools, high schools, middle schools, even some science specialists in elementary schools and outdoor education programs. Some are in Northern California, some in Southern California, some are out of state and a few in other countries. Many made choices that I might have been able to predict. Based on their experiences in student teaching, I would call those “safe choices”. Others took jobs I would never have foreseen. Some are still in the jobs they took right out of their credential programs and others have relocated, changed grade levels or even subject matter. Some left teaching to pursue other interests and have since returned to the classroom, while some left for other career options both in education and out. When I run into these past students, often in some of the most out of the way places, the common theme of our conversation is that their first jobs were very important in helping them determine their ultimate career path. Each one has said that the things they learned in that first job gave them insights about teaching that student teaching and all of the credential classes never could have covered.
Going forward, the decision you make about your first job is critical and should not be taken lightly, but it is not the last job decision of your career. Do your homework, know the positives and negatives about each potential job you are applying for and be willing to consider the offers when they come in. You do not have to accept the first offer made but you should know why you make that decision. Once made, embrace it going forward. Never second-guess yourself about your choice during your first year. If the job turns out to be a mismatch for you, there will be other jobs available in future years. If it is a good match, grow in the job and embrace everything you are learning. Every day in the classroom gives you a little more experience and a new set of skills. Your growth as a teacher should be a life-long process. Enjoy it!
Posted: Wednesday, October 12th, 2016
by Jessica Sawko
In June 2016 California submitted a waiver application to discontinue using the old CST (based on 1998 standards) and conduct two years of pilot and field tests (in spring 2017 and 2018, respectively) of the new science assessment designed to support our state’s current science standards (California Next Generation Science Standards (CA-NGSS) adopted in 2013). The waiver was requested because no student scores will be provided as a part of the pilot and field tests. The CDE received a response from the U.S. Department of Education (ED) on September 30, 2016, which provides the CDE the opportunity to resubmit a revised waiver request within 60 days. The CDE will be revising the waiver request and resubmitting as ED suggested.
At its October 2016 North/South Assessment meetings CDE confirmed that there will be no administration of the old CST in the spring of 2017. (An archive of the meeting is available at http://www.cde.ca.gov/ta/tg/ai/infomeeting.asp.) Learn More…
Posted: Thursday, September 22nd, 2016
by Carol Peterson
1) To celebrate the 100th anniversary of the National Park Service, Google has put together a collection of virtual tours combining 360-degree video, panoramic photos and expert narration. It’s called “The Hidden Worlds of the National Parks” and is accessible right from the browser. You can choose from one of five different locales, including the Kenai Fjords in Alaska and Bryce Canyon in Utah, and get a guided “tour” from a local park ranger. Each one has a few virtual vistas to explore, with documentary-style voiceovers and extra media hidden behind clickable thumbnails. Ideas are included for use in classrooms. https://www.engadget.com/2016/08/25/google-offers-360-degree-tours-of-us-national-parks/. Learn More…
Posted: Thursday, September 22nd, 2016
CSTA is pleased to announce the winners of the 2016 CSTA Awards for Distinguished Contributions, Margaret Nicholson Distinguished Service Award, 2014 and 2015 PAEMST-Science recipients from California, and the 2016 California PAEMST Finalists. The following individuals and organizations will be honored during the 2016 California Science Education Conference on October 21- 23 in Palm Springs. This year’s group of awardees are truly outstanding. Please join us in congratulating them!
Margaret Nicholson Distinguished Service Award
The Margaret Nicholson Distinguished Service Award honors an individual who has made a significant contribution to science education in the state and who, through years of leadership and service, has truly made a positive impact on the quality of science teaching. This year’s recipient is John Keller, Ph.D. Dr. Keller is Associate Professor, Cal Poly San Luis Obispo and Co-Director, Center for Engineering, Science, and Mathematics Education, Cal Poly San Luis Obispo. In her letter of recommendation, SDSU science education faculty and former CSTA board member Donna Ross wrote: “He brings people together who share the desire to make a difference in the development and implementation of programs for science teaching. Examples of these projects include the Math and Science Teaching Initiative (MSTI), Noyce Scholars Program, Western Regional Noyce Initiative, and the Science Teacher and Researcher (STAR) program.” Through his work, he has had a dramatic impact on science teacher education, both preservice and in-service, in California, the region, and the country. He developed and implemented the STEM Teacher and Researcher Program which aims to produce excellent K-12 STEM teachers by providing aspiring teachers with opportunities to do authentic research while helping them translate their research experience into classroom practice. SFSU faculty member Larry Horvath said it best in his letter:“John Keller exemplifies the best aspects of a scientist, science educator, and mentor. His contributions to science education in the state of California are varied, significant, and I am sure will continue well into the future.” Learn More…
Posted: Tuesday, September 20th, 2016
by Peter A’hearn
NGSS is a big shift. Teachers need to learn new content, figure out how this whole engineering thing relates to science, and develop new unit and lesson plans. How could NGSS possibly make life easier?
The idea that NGSS could make our lives easier came to me during the California State NGSS Rollout #1 Classroom Example lesson on chromatography. I have since done this lesson with high school chemistry students and it made me think back to having my own students do chromatography. I spent lots of time preparing to make sure the experiment went well and achieved the “correct” result. I pre-prepared the solutions and organized and prepped the materials. I re-wrote and re-wrote again the procedure so there was no way a kid could get it wrong. I spent 20 minutes before the lab modeling all of the steps in class, so there was no way to do it wrong. Except that it turns out there were many. Learn More…
Posted: Tuesday, September 20th, 2016
by Robert C. Victor. Twilight sky maps by Robert D. Miller. Graph of evening planet setting times by Dr. Jeffrey L. Hunt
Our evening twilight chart for September, depicting the sky about 40 minutes after sunset from SoCal, shows brilliant Venus remaining low, creeping from W to WSW and gaining a little altitude as the month progresses. Its close encounter within 2.5° N of Spica on Sept. 18 is best seen with binoculars to catch the star low in bright twilight. The brightest stars in the evening sky are golden Arcturus descending in the west, and blue-white Vega passing just north of overhead. Look for Altair and Deneb completing the Summer Triangle with Vega. The triangle of Mars-Saturn-Antares expands as Mars seems to hold nearly stationary in SSW as the month progresses, while Saturn and Antares slink off to the SW. Learn More…