January/February 2018 – Vol. 31 No. 2

What Should I Do? Part 2 – Preparing for the Interview

Posted: Tuesday, February 3rd, 2015

by Rick Pomeroy

The phone rings, you don’t recognize the number, but it’s job search time and you take the call. “Hello, this is Pat Admin, and we would like to interview you for a science opening at Purfect High School in the Adreem Unified School District.”

So what should you do? If you are interested in Purfect High School (PHS), thank them very nicely, say yes, and begin preparing for the interview.

Prior to applying to Adreem Unified School District (AUSD), you should already have done some background work. Based on that work, you should have a good sense about PHS, for example, how many science teachers they have in the department and a sense of the classes that they offer. You should know a little bit about student activities and the demographics of the school. You might even know a little bit about parent and community involvement. If possible, read the school’s on-line bulletins and announcements the week before your interview. This will give you a sense of the most recent events on campus.

Prepare an interview portfolio that you can leave with the interviewers. This is not your large, fifty-page compendium of your work as a student teacher – no interviewer will have time to review such a massive tome. Instead, prepare a short, five to seven page interview portfolio that highlights some of the key things you want them to know about you and you will leave it with the interview team at the conclusion of the interview. There are many different thoughts about what it should contain. My list includes:

  • An updated resume, specific to the position you are interviewing for.
  • A sample set of lesson plans where you engage your students in active learning. It should be aligned with NGSS with clear connections to how you would implement it. Pay particular attention to the Science and Engineering Practices, as these are possibly the biggest changes that schools will be grappling with.
  • A succinct description of your teaching and management philosophy. Administrators understand that you are still an emerging professional so it is good to be able to explain in detail what your beliefs are and how you have handled a difficult situation.
  • Samples of formative and summative assessment you have used. If possible, include one or two student work samples (with names redacted). The artifacts you include should be examples of your best work and might stand alone if someone were to scan the portfolio after your interview. More importantly, these are things that you should be able to refer to in your interview as you answer some of the typical questions that they will ask.

Next, think about the interview questions. You can review lists of the most popular questions for science teachers simply by searching for them online; anticipate that you will be asked at least some of these, and think through your answers in detail well before your interview. Find someone to randomly ask you some of the questions so that you can practice articulating your answers clearly. Remember, most interviews are about 30 minutes in length and will probably include approximately 10 questions. You should practice your answers enough to appear prepared and knowledgeable, but no so many times that you sound rehearsed. You should not memorize your answers.

On the day of the actual interview, don’t eat a big meal before your appointment. Arrive in the community early. Plan for any traffic, weather, or travel glitches that might cause a delay and leave early enough to arrive with plenty of time to relax and compose yourself. When you arrive, it is best to check-in about fifteen minutes before your interview time (unless the interviewers have given you other specific instructions). Introduce yourself to the receptionist. Remember, your informal interview starts the minute you walk in the door –the receptionist will definitely form an opinion of you from your first interactions. Though not part of the formal interview, the interview team might later ask those opinions, for example, to give context to your formal interview responses.

Choosing what to wear is also an important part of preparing. I recommend that you talk to the teachers in the science department where you are student teaching to ask what they recommend. You might also schedule an appointment with your school administrator to get some background on their views of the interview process and appropriate attire. If all else fails, you want to be dressed professionally. Be sure that your clothes are clean and neat and that your shoes are appropriate for the rest of your attire.

At the end of the interview, when the interview team asks if you have any questions, make sure that you have something to ask. Do not ask about salary or benefits. Think of something from your school research that will show the interviewers that you’ve done your homework and that you are truly interested in this as an opportunity. Before leaving, thank each of the members of the panel.

On the same day, after the interview, be sure to follow up with a hand-written and hand-addressed thank you card. It is OK to include your cell phone number in that card as a way of indicating that you are very interested in the job. If you do, make sure that when a future employer calls, your voicemail message is professional and adult. You may have enjoyed a fun and fanciful voicemail greeting while you were in school but now, you want to present an image of an emerging professional. Be sure to return calls as soon as you can and by all means, don’t say yes to an offer if you are not sure that it is what you want.

The interview is the second major step in the getting a job process. Be sure to allow yourself sufficient time to prepare. Time spent now preparing will pay off when that interview phone call comes.

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Written by Rick Pomeroy

Rick Pomeroy

Rick Pomeroy is science education lecturer/supervisor in the School of Education, University of California Davis and is a past-president of CSTA.

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Accelerating into NGSS – A Statewide Rollout Series Now Accepting Registrations

Posted: Friday, January 19th, 2018

Are you feeling behind on the implementation of NGSS? Then Accelerating into NGSS – the Statewide Rollout event – is right for you!

WHO SHOULD ATTEND
If you have not experienced Phases 1-4 of the Statewide Rollout, or are feeling behind with the implementation of NGSS, the Accelerating Into NGSS Statewide Rollout will provide you with the greatest hits from Phases 1-4!

OVERVIEW
Accelerating Into NGSS Statewide Rollout is a two-day training geared toward grade K-12 academic coaches, administrators, curriculum leads, and teacher leaders. Check-in for the two-day rollout begins at 7:30 a.m., followed by a continental breakfast. Sessions run from 8:00 a.m. to 4:15 p.m. on Day One and from 8:00 a.m. to 3:30 p.m. on Day Two.

Cost of training is $250 per attendee. Fee includes all materials, continental breakfast, and lunch on both days. It is recommended that districts send teams of four to six, which include at least one administrator. Payment can be made by check or credit card. If paying by check, registration is NOT complete until payment has been received. All payments must be received prior to the Rollout location date you are attending. Paying by credit card secures your seat at time of registration. No purchase orders accepted. No participant cancellation refunds.

For questions or more information, please contact Amy Kennedy at akennedy@sjcoe.net or (209) 468-9027.

REGISTER

http://bit.ly/ACCELERATINGINTONGSS

DATES & LOCATIONS
MARCH 28-29, 2018
Host: San Mateo County Office of Education
Location: San Mateo County Office of Education, Redwood City

APRIL 10-11, 2018
Host: Orange County Office of Education
Location: Brandman University, Irvine

MAY 1-2, 2018
Host: Tulare County Office of Education
Location: Tulare County Office of Education, Visalia

MAY 3-4, 2018
Host: San Bernardino Superintendent of Schools
Location: West End Educational Service Center, Rancho Cucamonga

MAY 7-8, 2018
Host: Sacramento County Office of Education
Location: Sacramento County Office of Education Conference Center and David P. Meaney Education Center, Mather

JUNE 14-15, 2018
Host: Imperial County Office of Education
Location: Imperial Valley College, Imperial

Presented by the California Department of Education, California County Superintendents Educational Services Association/County Offices of Education, K-12 Alliance @WestEd, California Science Project, and the California Science Teachers Association.

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

The Teaching and Learning Collaborative, Reflections from an Administrator

Posted: Friday, January 19th, 2018

by Kelly Patchen

My name is Mrs. Kelly Patchen, and I am proud to be an elementary assistant principal working in the Tracy Unified School District (TUSD) at Louis Bohn and McKinley Elementary Schools. Each of the schools I support are Title I K-5 schools with about 450 students, a diverse student population, a high percentage of English Language Learners, and students living in poverty. We’re also lucky to be part of the CA NGSS K-8 Early Implementation Initiative with the K-12 Alliance. Learn More…

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Written by NGSS Early Implementer

NGSS Early Implementer

In 2015 CSTA began to publish a series of articles written by teachers participating in the California NGSS k-8 Early Implementation Initiative. This article was written by an educator(s) participating in the initiative. CSTA thanks them for their contributions and for sharing their experience with the science teaching community.

2018 CSTA Conference Call for Proposals

Posted: Wednesday, January 17th, 2018

CSTA is pleased to announce that we are now accepting proposals for 90-minute workshops and three- and six-hour short courses for the 2018 California Science Education Conference. Workshops and short courses make up the bulk of the content and professional learning opportunities available at the conference. In recognition of their contribution, members who present a workshop or short course receive 50% off of their registration fees. Click for more information regarding proposals, or submit one today by following the links below.

Short Course Proposal

Workshop Proposal Learn More…

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

CSTA’s New Administrator Facebook Group Page

Posted: Monday, January 15th, 2018

by Holly Steele

The California Science Teachers Association’s mission is to promote high-quality science education, and one of the best practice’s we use to fulfill that mission is through the use of our Facebook group pages. CSTA hosts several closed and moderated Facebook group pages for specific grade levels, (Elementary, Middle, and High School), pages for district coaches and science education faculty, and the official CSTA Facebook page. These pages serve as an online resource for teachers and coaches to exchange teaching methods, materials, staying update on science events in California and asking questions. CSTA is happy to announce the creation of a 6th group page called, California Administrators Supporting Science. Learn More…

Written by Guest Contributor

From time to time CSTA receives contributions from guest contributors. The opinions and views expressed by these contributors are not necessarily those of CSTA. By publishing these articles CSTA does not make any endorsements or statements of support of the author or their contribution, either explicit or implicit. All links to outside sources are subject to CSTA’s Disclaimer Policy: http://www.classroomscience.org/disclaimer.

Find Your Reason to Engage

Posted: Monday, January 15th, 2018

by Jill Grace

I was recently reflecting on events in the news and remembered that several years ago, National Public Radio had a story about a man named Stéphane Hessel, a World War II French resistance fighter, Nazi concentration camp survivor, and contributor to the United Nation’s Universal Declaration of Human Rights. The story focused on a book he had published, Time for Outrage (2010).

In it, Hessel makes the argument that the worst attitude is indifference:

“Who is in charge; who are the decision makers? It’s not always easy to discern. We’re not dealing with a small elite anymore, whose actions we can clearly identify. We are dealing with a vast, interdependent world that is interconnected in unprecedented ways. But there are unbearable things all around us. You have to look for them; search carefully. Open your eyes and you will see. This is what I tell young people: If you spend a little time searching, you will find your reasons to engage. The worst attitude is indifference. ‘There’s nothing I can do; I get by’ – adopting this mindset will deprive you of one of the fundamental qualities of being human: outrage.  Our capacity for protest is indispensable, as is our freedom to engage.”

His words make me take pause when I think of the status of science in the United States. A general “mistrust” of science is increasingly pervasive, as outlined in a New Yorker article from the summer of 2016. Learn More…

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Written by Jill Grace

Jill Grace

Jill Grace is a Regional Director for the K-12 Alliance and is President of CSTA.