TECHNOS—Dawn Scheffner Jones, President-Elect of the American Association for Employment in Education

August 29, 2008

Dawn Scheffner Jones, President-Elect of the American Association for Employment in Education

“Those of us who teach know that teaching is a vocation, not just a job.”

Dawn Scheffner Jones, Ed.D., is Senior Assistant Director at Northern Illinois University’s Career Services (in DeKalb, IL) and president-elect of the American Association for Employment in Education (AAEE). Since 1997, she has served AAEE in many offices and has co-authored the organization’s annual Educator Supply and Demand Research Study, which outlines the status of teaching jobs in the United States, including statistical information and general trends. Dr. Jones has worked as a French and Spanish teacher, a marriage and family counselor, an educational psychology instructor, and a career counselor, having earned her doctorate in Adult Continuing Education from NIU in 1991. In her present position, she supervises the coordination of educational job fairs and specialized recruitment days at the University, counsels NIU students and alumni on employment-related issues, and presents workshops on job-search topics. Dr. Jones participated in an EdWeek Online Live Web Chat on the topic of Finding a Teaching Job Today, on Dec. 21, 2005. Two other guests—Nancy Slavin, manager of teacher recruitment for Chicago Public schools, and Ariela Rozman, vice president of cohort programs with The New Teacher Project—also answered emailed questions. The Web chat was moderated by edweek.org’s Anthony Rebora. The transcript of the Live Chat can be accessed at: www.edweek.org/chat/index.html (free registration required). Technos “spoke” with Dawn via email after her participation in the Live Web Chat.

T: What are the job prospects for new teachers in 2006? Or, based on 2005 statistics, what can be projected?

D.S.J: According to the 2005 AAEE Educator Supply and Demand Research Study, there has been a slow, but steady, increase in demand for educators nationally. This increase began in 2003; indications are that it will continue into the coming year. Demand, of course, can vary widely by geographic area and teaching field.

Are any subject areas more desirable than others?

Subject areas with highest demand are all areas of special education, mathematics, sciences, bilingual education, ESL/EFL/ELL, Spanish, and technology education. Special education continues to be a strong employment area throughout the nation. There is a considerable shortage of all types of special education teachers in all areas of the country.

Do you see needs in specific areas of the country for entering teachers?

Yes. New teachers hoping to find good employment opportunities might consider relocation to Alaska, California, the Carolinas, Florida, Georgia, Tennessee, Texas, or Virginia. There is also a great demand for teachers in some areas of Colorado and Nevada.

Will the ability to speak and/or read languages help in getting hired? What about multicultural experience?

The ability to speak and/or read languages other than English can be a great asset in getting hired. Although any second language is advantageous, the ability to speak Spanish will greatly enhance any teacher’s prospect for employment. Teachers conversant in Asian or Middle-Eastern languages will also find regions where their language abilities make them especially desirable candidates. As cultural diversity is rich throughout the United States, multicultural experiences and understanding of cultural differences increase the marketability of all educators. In fact, it is typical for teachers to encounter interview questions that focus specifically on multicultural experiences.

What general advice can you give students entering universities who want to become teachers? What coursework would be most beneficial?

Students entering universities who want to become teachers should: a) learn what teaching fields are in greatest demand in the geographic areas where they want to teach; b) diversify their training as much as possible by adding endorsements that expand their teaching capabilities; c) learn another language, particularly Spanish; d) become technologically adept; e) consider co-curricular possibilities, such as coaching; f) gain experience working with children through summer jobs or internships (experience with special-needs or bilingual children is extremely helpful); and g) talk with—and even shadow—former teachers to understand what teaching involves.

Of course I’d also recommend that those considering careers in teaching start by visiting their university’s Career Services office early in their academic preparation. There, they will have access to supply-and-demand information that might greatly inform their career decisions and job searches.

How have NCLB requirements impacted college curricula and pre-service teacher candidates?

I do not currently teach, so I cannot speak to how NCLB requirements have impacted curricula. As a career counselor who works with students preparing to be teachers, however, I encourage students to become aware of and informed about how NCLB may affect the way that school districts hire. These students must know, as they begin their job searches, how the states where they hope to work interpret NCLB regulations. The definition of “highly qualified” differs from state to state. As most of the teachers with whom I work are planning to teach in Illinois, I advise them to visit the Illinois State Board of Education’s Web site to learn about the Illinois interpretation and to find out about updates and changes in NCLB regulations. I also direct them to an excellent article, “What You Need to Know about ‘No Child Left Behind’,” in the 2006 Job Search Handbook for Educators, published by AAEE.

Is it a good idea to continue in school to get a master’s degree—or is it better to enter the job market immediately after graduation?

Although some school districts hire candidates with master’s degrees, most would prefer, from a financial standpoint, to hire those with bachelor’s degrees. A master’s degree can make a new teacher simply too expensive to be competitive. From the candidate’s standpoint, there is also an advantage in waiting to enter a master’s program. During the early years of teaching, candidates may find that they want to branch off into another direction for graduate studies. For example, an elementary classroom teacher might find that his/her strength is in working with struggling readers; s/he might then decide to enroll in a program for preparation as a reading specialist. Districts often offer financial incentives for continuing education. Many new teachers are still paying off loans from their undergraduate studies. This financial assistance could be worth the wait.

In terms of getting that first teaching job out of college: How should graduates go about the process?

There are many ways that a candidate can go about getting that first teaching job out of college. For instance:

Visit the college/university’s Career Services office for information, strategies, and advice.
Make the most of student teaching. It is a wonderful opportunity to showcase teaching skills and to begin creating a network of people who can be useful in the job search process. Student teaching also provides the best resumé material possible!
Develop an excellent resumé.
Know what you want in a position. Think carefully about the sort of environment in which you want to teach.
Research, research, research! A candidate can never be too prepared. Learn about school districts from their Web sites, from District Report Cards, and community Web sites.
Use multiple ways to look for openings. These might include district, Regional Office of Education, State Board of Education, and tailored (education-specific) commercial Web sites; job fairs; Career Services job listing databases; and personal contacts.
Apply to jobs where there are advertised openings. Don’t just send out letters and résumés to hundreds of schools on the chance that there might be an opening.
Prepare application materials carefully. Proofread everything yourself; then have someone else proofread it.
Learn to interview effectively. Try to arrange a practice interview with an assistant principal/principal/department chair. Contact your university’s Career Services for a practice interview. Practice, practice, practice!
Follow up on contacts with schools. Write thank-you letters—a little courtesy goes a long way.
Don’t get discouraged. Learn from your mistakes. Job searching takes a lot of time and effort (approximately as much time as a three-hour course). Try to keep a positive attitude and confidence that you will be hired.

What are the essentials of an excellent resumé for an aspiring teacher?

An excellent resume is one that is well organized, presenting important information in a clear, concise, consistent manner. It emphasizes the candidate’s unique skills and abilities, using concrete examples and action words. The most vital information is presented first, focusing primarily on the most relevant accomplishments (typically student teaching and outstanding clinical experiences). Repetition of already-mentioned skills is avoided. Specific, quantifiable information replaces generalities. Personal information (e.g., height, weight, date of birth, spouse’s name or occupation, number of children, pictures) is omitted. Font size is 10, 11, or 12 points, and the font is standard (such as Arial). Italics, underlining, shading, and elaborate formatting are avoided for scanning purposes. There are white spaces, so that the reader has time to breathe. Two-page résumés are on two separate pages—never back-to-back. There are NO SPELLING ERRORS! A spelling error can be the resumé’s kiss of death. résumés should be proofread, and then read again by at least one other person. Most university Career Services offices offer both resumé advice and resumé reviews.

Is a National Board certification worth pursuing? Does it give a teaching candidate an edge over others who aren’t certified?

National Board certification is definitely worth pursuing. It elevates a candidate professionally, validating his/her preparation and abilities. School districts earn honor and respect for the number of National Board certified teachers they have on staff. National Board certification can also result in salary increments for the NBC teachers. It definitely does give a teaching candidate a hiring edge. Preparing for this certification is a superior professional development achievement and reflective exercise for the teacher. It does, however, take a great deal of time, and it is a lot of work!

Can the Internet be a help or a hindrance in searching for teaching jobs?

The Internet is primarily a help in finding a teaching job. It puts position openings at the fingertips of job-searchers. Candidates can search at any time—day or night. Researching schools/districts is convenient, and the information is detailed and complete. Candidates can therefore use selectivity in applying for jobs. Districts can post openings immediately, and candidates can apply immediately, so the time-saving factor is great. Sometimes counties or even entire states create databases that spare the candidate the necessity of completing multiple applications.

In some ways, though, the Internet can be a hindrance. It can create “passive” job searchers who neglect the essential step of creating a network of personal contacts. No matter how effective and efficient the Internet may be, most people are still ultimately hired through successful networking.

For those in other careers who want to switch to teaching: What paths should they follow to make a successful switch? Is age a good thing or a bad thing for these folks?

One of the most encouraging messages for those who want to change careers and become teachers came from an acquaintance of mine who was an Assistant Superintendent for Human Resources. He said that he loved hiring career changers, because they were able to “blend the content of learning with the context of life.” Maturity, then, can be a very positive attribute. Life experience produces transferable skills. I’ve listed many ways that career changers can market themselves in NIU’s Education Employment Guide. Some of these include:

Assessing and being able to market transferable skills—e.g., organizational, administrative, or creative accomplishments; experience writing, editing, or making presentations.
Knowing about the world of work—highlighting the dedication, commitment, and reliability that make one a valued employee.
For candidates who are parents themselves, demonstrating knowledge of children’s behaviors and developmental stages.
Emphasizing stability—career changers have typically spent a lot of time making the decision to enter a new career, and once the decision has been made, they are likely to stay.
Understanding the role of a school from a homeowner/community member/parent’s perspective.
Relating to parents as peers.
Having a clearer perspective that comes from a greater emotional and chronological distance from the students.

My advice to career changers is to always become as knowledgeable as possible about the field of teaching before making the switch. Work as a substitute teacher or teacher aide, volunteer in the classroom, interview teachers about their work, read and become informed about the profession.

In terms of “facilitating learning”—as opposed to “teaching”: Do you have any recommendations for pre-service or in-service teachers as to coursework? Are there specific schools where they would be better off to pursue this method of pedagogy?

As I do not currently teach, I do not advise or make recommendations on coursework. Instead, I direct my clients to the appropriate departmental advisor. I do know that preparation programs now emphasize “facilitating learning” over “teaching,” with the understanding that the old pedagogical methods of treating students as “blank slates” or “receptacles to be filled with information” were not as effective as methods in which students and teachers alike are part of collaborative learning communities.

Regarding the utilization of instructional technologies and the Internet: How important is it for teachers to be conversant with new technologies? Do you know of any specific schools where this area is part of the curriculum for pre-service teachers?

I think that it would be difficult to find any colleges/universities now where instructional technology preparation was not an integral part of the curriculum. New teachers must be conversant with these technologies, because they are the means by which children today are accustomed to accessing information. In addition, schools are now employing technology to record grades and track student progress. Interestingly, it is often the new teachers who are the “technology leaders” in schools, since many of them have also grown up with technology as an essential learning tool.

Are the new “Gen-X” teachers different from the Baby Boomer teachers? In what ways? Can they co-exist peacefully?

This is a fascinating question. When I retire and have more time for independent projects, I’d love to research it more fully.

Gen X teachers do differ from Baby Boomer teachers, and the differences can greatly enhance the culture of schools with members of both generations (and the Millenials, too). I know from my own academic training and teaching experience that we Baby Boomers thought of teaching as a lifelong career, not as one choice in a banquet of employment options. We valued economic stability, and we knew that we should plan for the future. We were trained in conventional methods of teaching (one of my college professors knew John Dewey personally!), although we were beginning to experiment with “self-actualization.” Technological knowledge meant knowing how to use the mimeograph machine and the overhead projector. We were driven by a strong need to succeed and achieve. Many of us were the first in our families to attend college. We were taught to craft careful and thorough lesson plans. Our training also emphasized the importance of immediately establishing effective classroom control. We expected respect from our students. We made seating charts and knew how to revise them in response to changing social dynamics. Baby Boomers were on the brink of change — caught between our conservative parents and the enticing liberation of the late 1960s and 1970s. Even though we had been trained to teach pedagogically, we began to experiment with andragogy. In spite of the fact that we sought consistency in our professional lives, we often experienced divorce and relationship stress in our personal lives.

Gen X teachers look for fit, not just job security. They assess the climate of the school and match it with their own needs, ideals, values, and goals. When their careers are no longer fulfilling, they don’t hesitate to make necessary changes. They seek strong mentoring programs, where they can benefit from the knowledge, leadership, and support of seasoned teachers (such as the Baby Boomers). They expect direction and guidance from administrators, rather than criticism and aloofness. As they have grown up with technology, they are technologically fluent, relating to their students’ needs for rapid access to information and constant stimulation. Change has been a part of their own lives—many of them have come from reorganized or nontraditional homes—so they can empathize with students experiencing family stress. They are also acceptant of a wide variety of individual differences—in cultural backgrounds, learning styles, family formations, languages, and customs. Instead of expecting ordered, regulated classrooms, they encourage open discussions, learning centers, and a high level of student involvement in determining class policies. Their tolerance for disorder and creative expression greatly exceeds that of Baby Boomers. They employ a plethora of methodologies, instead of relying on what is tried-and-true. In communities, they value diversity and recognize that it creates interesting educational environments. Their expectation is that the communities in which they work will support their schools financially and ideologically.

Good schools employ teachers from both generations to function optimally. Gen X teachers need Baby Boomers to serve as mentors, resources, and sounding-boards. Baby Boomers need Gen X teachers to guide them technologically, to introduce them to new methodologies, to ask them probing questions, and to keep them on their toes professionally. Students need exposure to teachers from diverse age groups and philosophical/ideological backgrounds. Districts can be greatly enriched by faculties with generational blends.

Specific to your position with AAEE: What is the mission of this organization, and how does it go about assisting teaching candidates?

AAEE’s mission is “to be the major provider of information and other resources to assist schools, colleges, and universities in the employment of educators.” It brings together school human resource administrators and college/university career services personnel to stimulate dialogue and promote mutual understanding. One of the organization’s greatest values is that it creates a national network of people who are dedicated to employing teachers and staffing schools effectively. AAEE also publishes an annual Job Search Handbook for Educators, which is filled with practical hints for new teachers, valuable information on job search preparation, and teacher supply/demand data. Many colleges and universities purchase copies of this publication for distribution to all student teachers.

On a personal level: What does your job at NIU entail? What background did you have in preparation for this position (and that of president-elect of AAEE)?

My position at NIU entails advising current students and alumni on all aspects of job preparation: resumé writing, interviewing, job-search strategies, evaluating and accepting job offers, and re-careering. I meet with individual clients, present workshops, and review résumés/job-search correspondence in person and via email. I specialize in working with clients preparing for careers in education and the health professions.

Were you a teacher in a former life? If so, why did you leave the teaching profession?

I began as a teacher, with a double major and certification in French and Spanish. I taught middle school, high school, and community college French (I’ve also taught relationship and career development courses at the university level). A good Baby Boomer, I made my decision to become a teacher in third grade and planned to be a teacher for the rest of my working life. After teaching high school for three years, I had two children and stayed home with them until they were both in school. When I attempted to return to teaching in the late 1970s, I found that the job market was very tight. Divorced and a single parent, I needed a job to support my family. Teaching was still my greatest love (those of us who teach know that teaching is a vocation, not just a job). I found a social service position that combined teaching ABE/GED/ESL with counseling. When the agency was in danger of losing funding, I again returned to teaching—this time as a middle school teacher in a one-year temporary position. Unfortunately, teaching jobs were still at a premium, so at the close of the year, I sought other employment.

My counseling experience led me to NIU. I’ve been working with Career Services since 1993. I earned my master’s degree and doctorate, added another career as a family therapist, and progressed through several promotions to my current position as Senior Assistant Director. I work with pre-service and in-service teachers and alumni and also serve as the liaison to the College of Education. Through my work with educators, I became a member and leader in state, regional, and national organizations focusing on teacher employment. In AAEE, I first served on the board of directors, then as secretary, then secretary/treasurer, and I am now president-elect. I’m also a member of the AAEE Supply and Demand Research Committee, which annually collects and assesses data on employment trends in public education.

What do you like most about your present position? Least?

That’s difficult, because I enjoy most aspects of my job. That’s why I’ve remained with my department for over 20 years (that and the fact that I’m a Baby Boomer who seeks employment security!). I love the variety. No two clients are ever exactly the same. No two days are the same. In addition to counseling individuals, I give group presentations, which is a lot like teaching. These presentations get me into the schools, so I’m never very far away from what I was trained to do. I’m also able to create materials to assist my clients, and I can participate in stimulating and productive professional organizations such as AAEE.

What do I like least? I never feel like I can accomplish everything I want to do. There are just too few hours in each day. I also dislike the frustration that comes when I can’t help someone to find a solution to a career dilemma. Career counseling involves helping clients to expand their possibilities and find windows—opportunities—even when they might think none exist. When those windows don’t appear, it’s not just the client who is disappointed. I am, too.

Contact Dawn Scheffner Jones, especially regarding NIU’s Education Employment Guide, at dscheffner@niu.edu.

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