At this time, there are about 50 leave replacement positions available in my area alone. Should you consider taking a leave replacement position? Like most other complex questions, the answer is, “It depends”. It depends on your set of circumstances. It depends on the conditions related to the leave.

What are your circumstances?

• Are you trying to start a new career as a teacher? If you have been unsuccessfully seeking a position in teaching, then a leave replacement makes sense. A leave replacement is a far better alternative than substitute teaching or being a teaching assistant. You will be fulfilling all the responsibilities and getting all the experience of a teacher, and the pay is usually better.
• Are you currently dissatisfied with your teaching job and have not been successful in your new job search? Or are you currently teaching and unsuccessfully seeking a leadership job? Resigning a secure position in order to take a leave replacement job is a high risk move. Getting your first leadership job can be a career breakthrough. Leaving a job in which you are unhappy, can appear attractive.
• Are you currently unemployed, working outside of education, in the process of being laid off, were denied tenure, or ready to quit your present job? If you find yourself in any of these circumstances, then you have a lot more to gain.

What are the conditions of the leave replacement position?

• Are you an internal candidate for the position and will you be able to return to your present position if and when the incumbent returns or things don’t work out for you? As an internal person who can return to your job, there is little downside and lots of pluses. You will gain experience and acquire new skills, and positively position yourself should the incumbent not return, or a different position opens up.
• Are you an external candidate and is the incumbent who is taking the leave expected to return and, if so, when will he or she return? Most leave replacements are due to maternity or sick leaves. Most of these folks do return to their jobs. You need to find out the reason for and the expected duration of the leave if that information is even available before accepting the job. If the job does become open, you will have had an opportunity to prove yourself and forge relationships. You will be in a very strong position to get the job.
• Is the incumbent ambivalent about returning? In most cases incumbents do not announce their intention to return until the contractual deadline. This uncertainty leaves the replacement in a difficult and nerve-wracking situation. You will need to figure out if and when to initiate a new job search and if and when to inform your supervisor that you are seeking another job.

What are the consequences, positive and negative, of taking a leave replacement position? The most dire consequence is winding up on the unemployment line. Needless to say, it is extremely difficult to revitalize a career with a gap in your employment record. Any gap or step backward on your resume will be viewed as red flag and invite interviewers to closely question you about the circumstances of your employment timeline. On the positive side, if things work out, you can propel your career ahead. Taking a leave replacement position needs to be carefully considered before deciding. You should probably get sage advice from an experienced and knowledgeable mentor or coach.

Let me coach you through the process…larryaronstein.com

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Assume that you are a well-qualified applicant who is applying for a mid-level school leadership position and are one out of a total of 150 applicants. Assume that there are at least 10 other candidates who are equally qualified as you. Therefore, you need to be better prepared than the rest of the field in order to out-compete them. What must you know and do so you stand out from rest of the candidates? Consider the following:

1. Do you know how to strategically organize and design a resume that gets the reviewers’ attention?
2. Do you know how to differentiate yourself in your response to the inevitable question, “Tell us about yourself”?
3. Do you know the best order in which to be interviewed and how to get, like in a horse race, the best “post position”?
4. Do you know what to do in order to accurately anticipate most of the questions you’ll be asked?
5. Do you know long to take in answering a question?
6. Do you know how to read the “body language” of the interviewers?
7. Do you know what questions to ask at the conclusion of your interview?
8. Do you know how to frame a final statement at the conclusion of an interview?
9. Do you have a strategy as to how to present yourself as someone who is likeable and a good fit for the school-community?
10. Do you know how to adjust your interviewing approach as you move from screening to committee to leadership to Board interviews?
11. Do you know how to create an entry plan in anticipation to getting the job, and how to go about creating your priorities?
12. Do you know how to “close the deal” if you are a finalist”?
13. Do you know how to negotiate the best deal for yourself if you’re offered the job?
14. Do you how to make a good impression during your first 100 days?

There are many other things that you must know in order to be a highly competitive candidate. I have coached 100’s of my clients get their dream jobs. Let me help you, too.

1. Don’t talk too much. Answer each question within two to two and one-half minutes. Give one good example. The panel is working within a tight schedule. Nobody likes a chatter box. If they want to hear more, they will ask you to elaborate.
2. Answer the question. Stick to the interviewers’ questions. Stay on topic. Panelists commonly ask the same questions to every candidate in order to compare answers. Be careful about getting on a roll and going off on tangents which might result in not answering the question. Not answering the question will be noticed.
3. Never fake an answer. If you’re asked about something that you don’t know, simply admit that you don’t know. Nobody likes a faker. You should add, “I don’t know the answer to that, but I am a quick learner, and will learn whatever I need to know in order to get the job done.” If you don’t understand the question, it’s acceptable to say that you don’t understand the question and ask if they can repeat or rephrase it.
4. Don’t overdo It. Laughing too long and too loudly at a joke that’s not all that funny, becoming overly enthusiastic about one of your own answers, being argumentative and emphatic about a minor issue, are all examples of “over doing it.” Professionals maintain an even keel. Act like an adult. Being over-the-top just raises eyebrows and generates side glances.
5. Direct yourself to the whole table. In a group interview, you have to try to please everyone who’s sitting around the table. You can’t afford to please administrators but alienate the teachers. Seek out the middle ground and demonstrate your diplomatic skills. As you speak, slowly look at all of the panelists.
6. Don’t misrepresent yourself. With the availability of Google, Facebook, and on-line newspapers, it is pretty easy to check out your background. Stretching the truth or misrepresenting yourself and being found out is fatal. The regional educational community is a small circle. You will be checked out.
7. Say calm. Don’t expect that every answer will be a homerun. Try not to get rattled if you think your answer to a question is weak. As the song says, “Just keep on keepin’ on!”  Interviewers are people too. They know that you’re nervous, and they are forgiving. They will recognize it if you redeem yourself by giving a strong response to the next question.
8. Act like a guest. I’ve witnessed candidates come into the room and move their table and chair to be closer to the panel. I’ve encountered several candidates who became insistent about setting up a PowerPoint presentation, even after they were told not to do so. Most commonly, there are candidates who drone on and on, despite being told, “Thank you. Now, let’s go on to the next question.” You’re not throwing the party. Act like a guest.
9. Be respectful. No matter how disrespected or provoked you might feel, always remain respectful. As a candidate, I have sat out in a waiting room for up to an hour and a half. I have been asked to do a writing sample, even though I’ve been published dozens of times and written a doctoral dissertation. A questioner has even criticized my current employer. Through it all, hold your tongue, smile, and be polite. Don’t be combative.
10. Leave your baggage home. Question: “What do you expect from us in order for you to be successful?” The best response would be to say, “I work best as a member of a mutually supportive team.” Unfortunately, I’ve actually had candidates say, “My last boss was verbally abusive, I could not work under those conditions.” Another response was, “I need to have flexibility. As a parent, I must be home by 4:30, and, by the way, I can’t attend evening functions.” Don’t put up obstacles, and don’t present yourself as someone who may be difficult to deal with.

The best advice that anyone can give you is to just be yourself, let them know who you are and what you stand for, speak from the heart, be professional, and be appropriate.

Dr. Aronstein provides one-on-one coaching which prepares you for interviews, and helps you prepare your resume. Find out more– www. larryaronstein.com or email: larryaronstein@yahoo.com

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Have you thought about being coached to improve your resume and your performance during interviews and what it entailed? As a successful coach of 100’s and 100’s of educators for over twelve years, let me give you a brief overview of my approach: (1) review of your resume and cover letter (no charge); (2) free 10 minute telephone in-take conversation; (3) schedule and conduct virtual one-hour, one-on-one coaching sessions depending on your needs. The following is a brief summary of what takes place:

1. Review of Your Resume (no charge)         

2. 10-minute In-Take Conversation (no charge)

   a. What position(s) are you seeking?

   b. How long have you been applying for jobs? How many jobs have you applied for?

   c. How many first-round interviews have you had? Second-round? Beyond second-round?

   d. What do you think the problem might be in not moving on in the process?

   e. Provide information regarding fee; scheduling; brief feedback on resume; answer additional questions

f. If you are interested, schedule a session

3. Coaching Sessions (clients determine their needs and how many sessions they want)

• Review and revise resume and cover letter if needed; how to prepare for an interview; and begin analyzing and crafting response to “Tell Us About Yourself”
• Email relevant attachments to guide each session
• Finalize and practice response to “Tell Us About Yourself”
• Mutually create your narrative that emphasizes your strengths and neutralizes any potential weakness
• Strategize answers to 10 to 20 of the most frequently asked questions.
• Analyze what your future supervisor is really looking for.
• Do mock interviews and get constructive feedback.
• Learn strategies and tactics on “how to close the deal” and negotiate salary.

FOR MORE INFORMATION, EMAIL: larryaronstein@yahoo.com  or test or call 516-423-0240.

Visit: www.larryaronstein.com

I have probably interviewed several thousand candidates over my 50-year career. Below are my favorite questions for school leaders. Questions 1,2 and 3 are the most probable. I think they are also the most important because in the case of #1 and #2 it allows the candidate to define him/herself by presenting their story. Question #3 gives insight into the thoroughness of preparation the candidate has committed to the process. Your success is dependent on your performance in responding to these questions in a coherent, thoughtful and concise way. Let me help you.

1. Tell us about yourself. Make your resume come alive.
2. Why do you want to become a school leader?
3. What do you know about our school/district? Why do you want to work here?
4. Describe your “footprint” that you leave in your current position and why you believe it will be sustained.
5. Why would teachers want to follow your leadership?
6. How would you deal with a veteran teacher who is not receptive to your recommendations?
7. How would you go about determining what your priorities should be in your new position?
8. Assuming that the pandemic has caused many students to fall behind in their academic progress, what would you propose to attempt to accelerate their progress?
9. What are the most important things you look for when doing a classroom visit?
10. Much has been said about equity in schools. What does “equity” mean to you? What have you done to bring about equity? What should schools do?
11. What expertise do you bring to your staff in enhancing student learning through the use of technology?
12. How would you go about assisting a teacher who is having difficulty with classroom management/student discipline?
13. How do you know (what evidence do you seek) that students are making academic progress?
14. What are the most productive ways of consulting with teachers and or parents so they can enhance their effectiveness in working with their student?
15. How would you go about leading a committee or a professional learning community?
16. Assume that an unpopular policy has been made and many parents are unhappy about its implementation, how would you deal with a room full of angry parents at a PTA meeting?
17. If you interviewed candidates for a teacher vacancy, what question would you ask them?
18. Tell me about a student who you helped that might have changed that child’s life.
19. How would you deal with a parent who is dissatisfied with how a teacher is conducting his/her class? Assume that the parent has already spoken to the teacher.
20. Tell me something about yourself that is not on your resume that will help me better understand the essence of who you are and what motivates you.

Let me be your coach. Check me out at larryaronstein.com

Most candidates don’t get serious about their search early enough. They procrastinate right up until the “prime seasons” for job postings. In general, Superintendent searches happen from December through March, Central Office from February to April, Principals from April to May, and all other supervisory jobs from March through June. Serious job search preparation includes up-dating and revising your resume and cover letter, and prepping for interviews. Think of job search preparation as Spring Training. In baseball, Spring Training starts in January in preparation for the regular season that starts in April. The practice of getting ready early makes sense for several reasons.

1. The odds are in your favor during the “off season”—Jobs are posted all year round. Incumbents leave their positions for variety of reasons, such as retirement, childbirth, taking another position, illness and death, relocating, and the necessity of childcare or caring of a loved one. Whereas the number of applicants routinely exceed 100 during prime season, there may be only 20 applicants during off season. That’s a 500% advantage. Preparing early means you’ll be ready for off season job postings.
2. Fine tuning your resume and cover letter takes time — Crafting your resume requires a series of edits over time. The role of the resume is to tell your story in an appealing manner which will distinguish you in a positive way from the rest of the field. To produce a truly effective resume demands meticulous attention to every detail.
3. The ability to perform an outstanding interview is the result of internalizing thoughtful responses to a range of topics – I have identified “The 20 Most Asked Interview Questions”. The answers to these and possible other questions cannot and should not be subjected to memorization. A successful candidate needs to create an appealing narrative, and to internalize a powerful set of guiding principles that go to the core of the issues. It takes time to marinate a fine steak. Similarly, it takes time to internalize thoughtful answers to interviewers’ questions, answer with an authentic voice, and respond efficiently and effectively.

If you are a serious candidate, then take my advice: it is never too soon to prepare yourself. Don’t rush the process. Here are a few things you should do to get going: read how to books; find and meet with a job coach; attend workshops; develop drafts of your resume and cover letter. In summary, preparing early affords you the time to internalize, absorb, develop deeper insights, and marinate your resume and effectively respond to interviewers’ questions.

         “I’ve done everything I can think of; now it’s the summer, and I still don’t have a job. What should I do now?” Well, this calls for extraordinary measures. Basketball coaches motivate their players as the game draws to an end and the score is still close by telling them, “Leave everything you’ve got on the court.” This means exhaust all possibilities. Most school leaders are on vacation during July and the first two weeks of August. Upon return they almost always find that a few staff members have notified the district that they’re not returning. Some staff members decide to retire, others find new jobs or might be re-locating, some decide they want to stay home to raise their family, and still others reach the conclusion that education is not their forte and resign.

         Use your time in June and July to get prepared. Polish up your resume; read a how to get a teaching job guide…https://www.amazon.com/Getting-Your-Teaching-Larry-Aronstein-ebook/dp/B00KWEG2KQ/ref=sr_1_1?ie=UTF8&qid=1527344934&sr=8-1&keywords=larry+aronstein#customerReviews. Get coaching from an experienced educational career coach.

        Administrators are faced with the challenge of filling these jobs within the next two to three weeks before schools open for the new school year. There is a real urgency to find new staff. Therefore, this is a great opportunity to get hired. So, here is my advice. Sit down with a local map and decide how far you are willing to commute. Draw a circle from your location using that maximum commuting distance as the radius. Identify every school district within the circle, find the websites of the districts, research the names of the assistant superintendents for human resources, and try to find the names and phone numbers of their secretaries; you might even call the district to find these names and phone numbers. Put your fear of rejection on hold. Call every one of those secretaries. Introduce yourself: “Good morning, Mrs. Fisher, my name is Carol Hines and I’m a certified elementary school teacher who’s recently graduated from Curtis State College. I understand that you may have several vacancies, including a K-5 position. I would appreciate it if I could make an appointment with Dr. Charlton, so that I could introduce myself, give him my resume, and tell him why I’m the right person to fill that position. I promise not to take more than five minutes of his valuable time.” Now, we really don’t know if there’s a pending K-5 position available. The only thing that’s important is that you get in and meet Dr. Charlton. And yes, this actually works. But, don’t be surprised if the secretary brushes you off, “I’m sorry Ms. Hines, we only accept on-line applications, and I do not believe there’s a vacancy.” Still, you are far from finished.

        If you get an appointment, that’s fantastic. You must then get in there and convince Dr. Charlton that you should get further consideration. He might just pick up his phone and call the principal and tell her that he’s sending you over to meet her. Remember, they are in a hurry to fill that job. But, if your phone calls to the secretaries all result in rejections, you must now take the next step. Put on your most professional looking outfit, plot your route, and visit as many district offices in your circle as possible within the next few days. You may encounter a security guard or will certainly have to go through a receptionist. Now, this is what you say, “Hi, I’m Carol Hines and I’m here to see Mrs. Fisher (remember, she is Dr. Charlton’s secretary).” The receptionist will either direct you to the Human Resources Office, or she’ll pick up her phone and tell Mrs. Fisher that you’re here to see her, or she will tell you that Mrs. Fisher is not available. Even if you can’t get in to see the secretary, ask the receptionist to take your resume and give it to Dr. Charlton. There is a chance that Mrs. Fisher may tell you to come up. If you get to see Mrs. Fisher, be as personable and self-confident as you know how to be and ask her if you can meet Dr. Charlton and personally hand him your resume.

        I have actually hired people who walked in off the street in July and August. I assume that these candidates are committed and are the kind of people who aren’t afraid to do whatever it takes to succeed. I like “go getters” and want them to work in my organization. However, there might not be a position available. Nevertheless, you might ask Dr. Charlton about other available opportunities. The following are possibilities: a long-term substitute position; a teaching assistant position; a regular substitute who is permanently assigned to a school. These may not be your dream jobs, but it is a foot in the door and an opportunity to impress school leaders. Just go for it. Nothing to lose; everything to gain.

Dr. Aronstein prepares teachers for interviews and their preparation of resumes. www.larryaronstein.com

Have you re-written your resume and cover letter multiple times over the last year? Have you applied for every job for which you’re qualified within 40 miles? But you are still getting very few interviews and the interviews that you are getting rarely advance beyond a screening? What’s wrong? Is it your resume? Do only internal candidates get interviews? Is nepotism at work? Is it that you aren’t well qualified? Are you giving poor interviews? As a candidate, your goal is to stand out from the rest of the field and be seen as better qualified, a better fit, and most desirable. How do you stand out from everyone else? It should be emphasized that your goal is not to have an abundance of bullets on your resume; it is to provide impressive and significant statements.

When you apply for a supervisory job such as an assistant principal, principal, or a department chairperson, you need to cite: (1) significant professional accomplishments; (2) a unique or well-developed skill set and/or knowledge base in line with the needs of the school; (3) leadership potential; and (4) evidence of being highly motivated.

Significant Professional Accomplishments

In your present position, lookout for unique and interesting growthful opportunities. Examples might be piloting a new curriculum, serving on a high profile committee, making a presentation to the Board of Education, field-testing new technologies, participating in a research study, publishing a manuscript in a recognized professional periodical, working in a summer internship or national institute, presenting a paper at a regional or state conference, being recognized and/or honored by a professional or local civic organization, writing an impactful report, or helping to develop and write a plan to improve school safety or student achievement. When possible, quantify gains in student achievement or advancements that were made as a result of your work.

Unique or Well-Developed Skills and Knowledge

The goal is to identify valuable skills and knowledge and present them in the best light on your resume and during your interview. Your prospective principal could always use help in scheduling—master schedule, testing schedules, schedules of professional development activities, and schedules of school-community events. So, take workshops to learn how to use proven technologies and practices in scheduling.

Another key function is student discipline. Learn how experienced professionals handle discipline; volunteer to shadow an administrator. Find an administrator who will allow you to be an unofficial “dean,” and who will supervise you, assign you to routine disciplinary cases. Volunteer to assist in supervising lunchrooms and bus duties. 

Leadership

You should consider filling semi-administrative roles such as serving as an administrator in summer school, night school, or alternative school; you will learn supervisory skills and be noticed by your school leaders. Another way to stand out as a leader is by serving on committees. Volunteer to play leadership roles on committees in order to have an impact and get noticed. Volunteer to serve as a committee chairperson, write portions of plans and reports, and present at school board and faculty meetings.

Motivation and Agility

Being an inside candidate is the best and fastest path to advancing as a school leader. Do what you can within your school and district to be visible, cooperative, and useful. Be a team player by voluntarily moving to another grade level and/or school. This also demonstrates your flexibility and cooperation and increases your scope of experience. 

Another avenue for demonstrating your motivation is to take charge of school and community events such as assembly programs, field trips, community service projects, PTA programs, and professional development programs.

Finally, do not be a spectator who stands on the sidelines and expects to be noticed. Be an active presence, make yourself useful, learn all you can, and enhance your skills and knowledge. Get into the game!

DO YOU NEED HELP IDENTIFYING AND DEVELOPING YOUR ACCOMPLISHMENTS? I have designed a unique questionnaire that you can easily use. We would then use your responses to enhance your resume and further develop your narrative for your interviews. Contact: larryaronstein@yahoo.com or text 516-423-0240 for further information.

It is your final interview. Three Central Office Administrators are questioning you. “Do you have questions for us?” the Superintendent asks.

“Yes, what do you see as some of the greatest instructional challenges that the district has that I, if I’m lucky enough to get this job, would be expected to address?”

The Superintendent nods at the Assistant Superintendent for Curriculum and Instruction. She responds to your question. “As you know, we have three elementary schools. Each of the schools has four or five classes at each grade level. What we have found is that despite our K-12 science and social studies directors having provided several teacher trainings that emphasize an inquiry approach to teaching in these content areas, there is little evidence that our teachers are demonstrating effective inquiry-based instructional strategies. Most of our teachers are pretty experienced and seem satisfied with the way things are. By the time the kids get to middle school, their content knowledge and skills are all over the place.”

The candidate silently reflects for a short moment, and responds, “What I’m hearing you say is that there is a need for greater teachers’ abilities to stimulate critical thinking and framing open ended questions that challenge students’ to tap into prior knowledge and identify evidence that justifies their answers. I encountered a somewhat similar situation in my experience. What I learned from these experiences was that the attempt to fix the problem could in some cases make things worse, but that there are approaches that work. This problem has obviously existed for quite a while. What I anticipate is that there are no easy quick fixes. It requires a well-planned and coordinated comprehensive approach that includes a comprehensive approach to professional development, feedback, demonstration lessons”.

The interviewers lean in and encourage the candidate to elaborate on how the problem was solved. The candidate briefly provides an overview of the context, the key steps and an analysis as to the advantages and disadvantages of alternative strategies. The interviewee then sums up his/her “lessons learned” from the case he/she described.

What is the “blueprint” for being a successful interviewee?

1. Find out what the interviewers perceive as their needs.

2. Paraphrase that need to demonstrate your understanding of it and, if needed, to get further clarification.

3. Concisely describe the context of a similar problem (i.e., situation, need) that you encountered, and briefly tell your story of what was done and what your role was.

4. Outline alternative strategies that were considered and briefly analyze the advantages and disadvantages of each strategy.

5. Summarize the key lessons learned, and the guiding principles that were the basis of how you solve problems and make decisions.

As an interviewee, effectively and spontaneously applying this blueprint is quite challenging. However, being aware that there is a blueprint and preparing yourself by practicing this process, is the best way to prepare yourself. A good coach can hone your ability to effectively respond to these questions. Your skillfulness in answering challenging questions will impress the interviewers and can seal the job for you.

Dr. Larry Aronstein is an experienced career coach who assists school leaders and aspiring leaders through the interview process.     www.larryaronstein.com