Magic Bullets? Secret Formula?

I applied to three times more jobs in my first year and didn't even get an interview.  However, in the last half of this school year, I got interviews for every application I sent.  After two years trying (and pretty vigilantly), how did I finally get the job?  I've been reflecting and wondering what were the key ingredients.

Getting the interview -  My applications where I got interviews were better tailored and reflected more risk taking than the ones where I didn't get call backs.  On my own time, I wrote curriculums and persuaded teachers to let me teach them to their students as a volunteer.  These experiences enabled me to stand out from the crowd.  I also tried to offer my vision of how I would distinguish the job from the vanilla job description.  Whereever possible, I would ask teachers and principals who like my work to put in good words for me.

In the interview - Interviews can make or break you.  As I found out earlier, support from everyone prior to the interview is not a slam dunk for getting the job if I did not wow them when they formally interview me.  I prepped myself with writing every interview question I could remember being used on me.  Since Seattle doesn't allow you to take the interview questions home, I would sit in the car after the meeting and just write down all I remembered them asking.  I collected a good bunch of questions this way and they generally come down to why I would want this job,  a parent question relation question, a student behavior question, how I would address/teach a piece of curriculum, a teaching philosophy/methodology question. 

I thought up clever, humorous vignettes and examples that depict how I excel in each of these areas.  I did better in each successive interview as I would have more prepared stories that are honed and sharp.

Until finally, one day, I scored.

I would love to hear stories of how others find a job in these trying times.  Anyone willing to share?

Hazzard pay for teachers at camp

I was a chaperone at my son's sixth grade camp last week for four days.  24 hours X 4 days = Total and complete exhaustion.  The teachers have it worse; they were on 24 hours x 4 days PLUS they were responsible for making all decisions PLUS participating in all study groups PLUS dealing with parent issues.  They DESERVE hazzard pay!

... three boys who got sick on the last day (vomit, pain, nausea)
...parent who decided at the last minute he wanted to pick up his child at camp but made no prior arrangements
..."I want to visit mah grrrlfriend" from a sixth grade lothario outside the girls' lodge
...Ensuring the student whose mother went into the hospital the day before camp is in touch with her family (VERY poor cell phone reception in the camp acrage)

The kids make it worthwhile

I had a hard hard class yesterday.  Usually most of the disruptive and distracting behaviors come from 10-20% of the class.  Yesterday, the disruptive and distracting behaviors came from 60% of the class.  Add to this two kids on contracts with some serious consequences (like 3rd warning parent will be called to take home).  I used all my tricks and skills to build rapports with students in this class but despite this, one of the contract kids ended up yelling at a hapless classmate.  I witnessed it and there was no provocation.

I activated the contract consequences but did take the time to explain why his behavior was not OK.

At the end of the day, the boy who got in trouble accepted the consequence and was willing to try to behave better the next day.  The hapless classmate hugged me after dismissal and told me how he hoped I would return to substitute again.  I felt as if the stress of the day melted away.  This is why I teach; we do make a difference.

Reflections of 2010

2010 was a very positive year in personal growth.  It started with a bang with a long term sub job teaching Kindergarteners whom I loved.  I was disappointed I did not get a job that came up at that very same school after my sub job ended; it was an incredible ego blow.  However, I garnered incredible goodwill with the principal, parents, and staff.  A friend told me she interviewed four times in the same school with the principal before she was hired.  Whew!

To my surprise, I found I love teaching grade school and that middle school was not going to be my game.  I didn't know this coming into teaching; I even picked up a middle school endorsement because I thought that was where I belonged.  But, I am good as a Kindergarten teacher in practice and thrives in the elementary school.  Now that my inital nervousness faded with the year of experience, I look forward to subbing and walking into a classroom each time.  I never know what gems I will collect that day.  That is a good feeling to have.