Job

Applicatio
n
APPLYING FOR YOUR FIRST
POST.

Pete Crawley
Compiled & edited from TES
articles
APPLYING FOR YOUR FIRST POST.

The key to making a successful application is to ensure you target each job individually, and
make each school feel you’re writing just for them. The best way to do that? Resist the urge
to rehash old applications, and instead start every one from scratch. Nothing irritates head
teachers more than receiving “cut and paste” applications, so if you can send something
that is fresh, sincere, and tailored to the job in hand, chances are you’ll get noticed.

If you write asking for an application form, keep the letter short and to the point as it will be
one of the office staff who usually deals with such requests and sends out a package
including an application form and details of the job. The important letter is the one that
accompanies the returned application or CV. Some appointments do not need an
application form filled in immediately and they will ask for a CV; unless the ad states that a
CV is not necessary, you should include one.

1. Before you write anything.

Read the school's material critically. Most schools send out a lot of information to job
applicants. You can tell a lot from the kind of language used in the prospectus. You can tell
from the tone of the letter you're sent whether it’s a school that really welcomes new
teachers and is determined to ensure their professional success.

It’s a good idea to find out as much as possible about a school by looking at its website and
most recent Ofsted report.

Try to get a feel for the school:

 it's philosophy;
 the relations among staff;
 attitudes to young people;
 response to parents;
 the position of governors.
 think about the school’s strengths and weaknesses, and how you would fit in
there.
 try to identify an extra-curricular gap you could plug.

Does it sound like the school you want to work in?

 2. Prepare an application letter.

Application forms vary widely, but they’re all seeking an answer to the same basic question -
can you do the job?

Everything you write on the form should be an attempt to show that you can.

 With that in mind, read the job description carefully, and refer to it often. A job spec
will most likely be the product of a lengthy meeting between Headteacher, deputy
and subject leader, and if you haven’t read it, they’ll dismiss you out of hand.

And don’t simply say you can do the job - prove it!

Even if your experience is limited to a handful of PGCE placements, you should still give
concrete examples of things you’ve done, projects that have been successful, and situations
you’ve handled well.

Application forms typically start by asking you to list qualifications, skills and previous
employment. The important point here is to be honest and straightforward.

 If head teachers notice a chronological gap in your experience, they will be

suspicious.
 If you list your qualifications, but not the grades you achieved, they’ll also probably
think the worst. As a general rule, the more details you include, the more convincing
you will seem.
 For example, if you have excellent ICT skills, then say exactly what they are and
name the different software packages you’re comfortable with.
 Talk yourself up, by all means, but don’t bend the truth - or you may come unstuck
at interview.

Most application forms offer you a chance to write about yourself and to say what you could
bring to the post.

 A personal statement should be just that - personal.

 Try to avoid using jargon (too much pedagogical waffle) or cliché, and instead
explain simply and clearly what qualities you have and the kind of teacher you are.
 Head teachers admit they often appoint someone because of a gut feeling that
they’re “our kind of person” - so try to get your own personality across, and make it
clear you’re in sympathy with the ethos of the school.
 Extra curricular offerings - If your interests are politics and hill walking, suggest that
you might be willing to start a debating society, or help organise outdoor pursuits.
You don’t have to over-commit, just seem keen.
 Don’t place too much emphasis on experience and what you've done and not
enough about what you believe, why you want to be a teacher and what will make
you a good one.
How long should it be?
 The kind of letter you send with your application will depend on the questions
you’ve been asked on the form. If the form gave you plenty of opportunity to explain
your personal qualities and what you would bring to the post, then all you need do is
write a covering letter to accompany it.
 Keep it short - perhaps just a single side - and limit yourself to brief pleasantries, and
a simple but strong statement about your suitability for the job.
 On the other hand, if the application form only asked you to list qualifications and
experience, then you’ll need to write a longer letter of application, perhaps up to
three sides, making a more detailed case.
 The important thing is the letter should say something new, and not simply repeat
what’s on the form.

Style and presentation?

 Try to use good, clear, standard English,

 Keep your sentences fairly short.
 It’s hard to stress how crucial the need for accuracy is; there are some head
teachers who say just one spelling mistake and an application ends up in the bin.
Other pet hates include misplaced apostrophes and excessive use of exclamation
marks.
 So check and double- check. Get someone else to read your application. Either in
school or in college there will be someone prepared to help with your application -
preferably a fairly senior person who is used to seeing letters of this kind.
 When it comes to the overall presentation of your application, there are two
watchwords: clarity and professionalism.

It’s true that completing the form in green ink, or printing your letter on orange paper, will
make you stand out. But not in a good way.

 Better to concentrate on making your application look smart and easy to read.
 The application form will probably have to be handwritten so take a photocopy and
do a dummy first, just to make sure you put information in the right boxes
 Use a pen you can trust,
 Draft your answers first, and, if needs be, rule in some faint pencil lines you can rub
out later.
 If it helps, block capitals and bullet points are permissible on an application form -
though never in a covering letter.
 Word process whenever possible, and don’t be tempted by a fancy font.
o Times New Roman is fine or something like Arial or Verdana, in 11 or 12 point
for a letter, perhaps as small as 10 point for a form, though no smaller.
 o Always in black.
o Spacing, one- and-a-half space usually offers a balance between keeping
things compact and making them easy on the eye, but it depends on the size
of your font.
 When printing, don’t use cheap paper - splash out on something with a bit of weight,
say 120gsm, in white or cream.
 It’s extremely rare for schools to ask for a photo, and you shouldn’t send one unless
they do, however nice you think you look.


DON’T SAY DO SAY

 “My references speak for
themselves.”
 “I look forward to seeing you at
interview.”
 “I have some interesting ideas for
improving your school.”
 “I see this job as a useful stepping
stone in my career.”
 “I am a good team player with
excellent inter-personal skills.”
 “I see from your website …”
 “An example of this is …”
 “I would be suited to your school
because …”
 “I could contribute to the wider life
of the school by …”

FIVE QUESTIONS TO ASK YOURSELF BEFORE SENDING

1. Have I spelt the name of the school correctly?

2. Have I demonstrated I can do the job?
3. Does my personality come across?
4. Is the application tailored to this particular school/job?
5. Is there anything that might be off-putting, or could be taken the wrong way?
6. Would a non-teacher, such as a governor, understand what I’ve written?

Finally, check everything over carefully before sending. And never be complacent. You may
know you’re an excellent teacher, and if you get an interview you’ll be able to prove it, but
all the school has to go on is your application. If you don’t feel they represent you at your
very best, sit down and start again.
Check the closing date very carefully and stick to it. Usually, the closing date is part of a
carefully planned process and an application which arrives late may not be looked at.

 Get yours in the post at least a couple of days before.

 If in doubt, fax the application and follow with the hard copy.

References

 Be sure what your referees will say and don’t forget to ask if someone is prepared to
be you referee before citing them in your application.

o . There's no point asking someone to be your referee if they're not going to

say something positive.
o Colleges should have an open reference policy and, if they don't, you're still
entitled to ask the person writing your reference what it will contain.
o Likewise the head / professional tutor of your teaching experience school,
who is the other obvious person to ask to be your referee. If they have
serious reservations about supporting you they have a responsibility to tell
you and help you overcome the problems.

The Interview

If you've got the application right and your referee has said good things about you then the
next stage should be appointment day.

This will involve an interview but may have other activities - including a spell of teaching.

The invitation letter should detail the programme for the day.

Remember to let the school know you can attend and then work at the appointment day as
thoroughly as you did the application.

 Prepare carefully. The appointment day is not just for the school to decide if they
want you but also for you to decide if you want them.
 It will pass very quickly so you need to be prepared with all your questions.
 Go through the information and back to your "ideal school" sheet and write down
everything that's not covered or you don't understand. Also decide who to ask - the
head, for instance, probably won't know how your department manages textbooks -
and organise your questions under those headings.
 Check the terms and conditions. This can be difficult for a new teacher but, whereas
it was once clear whether a job was temporary or permanent and where on the scale
it would be paid, schools have more flexibility now and before you accept a job you
need to be sure exactly what's being offered. Don't be afraid to ask.
 Don't be late. Not only will it notch up a black mark in the eyes of the appointment
panel, it's likely to leave you flustered all day.
 Check out your route beforehand and leave more than enough time.
 Dress for work. How you look will affect both the interviewers and yourself. You are
in the game, follow the rules. If in doubt, err on the conservative side.
o Suit and tie for men, smart casual for women.
o Clean shoes,
o Clean fingernails (no chipped varnish),
o Clean, tidy hair, clean accessories and
o Don't overdo the make-up.
o (Take some spare tights ladies and check your flies gents)
 Don't be put off by the other candidates. Being in a group with people competing
for a job can be disconcerting.
o Don't, though, be worried because the others appear brighter, more
knowledgeable or more experienced. They're probably thinking the same
about you.
o Be careful, too, of the ones who try to put you off. They're likely to be noisy,
ask lots of questions as you're shown round the school and give the
impression they have some inside information. It may be nervousness, it may
be deliberate; but don't let it get to you.
o And don't be sucked into the "I must win this at all costs" situation. It could
cloud your judgment.
 Remember you're on show all the time. Some appointment panels stick strictly to
"we're only assessing when we say we are" but nobody can totally ignore
impressions gained over coffee, and the crass statement at lunch might just be
remembered when the panel's trying to chose between you and one other person.
 Think before you speak. This is particularly true in the interview.
o Be succinct but get across everything you want to say.
o If you suddenly realise you're talking nonsense, stop and start again.
o If a question's not clear ask for it to be repeated.
o Look at the questioner as you start you answer.
 Be aware of your body language. What we do in interview can be as important as
what we say. You should be relaxed but attentive, as open as possible and smile
whenever you can.
o Face front;
o Make eye contact;
o Smile if you feel like it but do not grin inanely; above all, do not giggle.
o Sit with straight back hands in your lap
o Try not to cross and uncross your legs.
 Don't go on with the interview if you don't like the school.
 o There's no disgrace in saying "I'm sorry it's not what I want"
o . If you have doubts, air them as early in the process as possible.
o A question to the right person may be all you need to make up your mind one
way or the other.
o Don't accept a job you're not sure about.
 At the end of the day, one candidate will be offered the job. If it's not you, bad luck.
You will be offered some feedback. Take it (although you might suggest it will be
more helpful in a few days when you're less emotional).
 If you are offered the job on the spot and accept it, a verbal contract is just as
binding as a written one. You cannot go off to another interview and get that one,
too.

WHAT HEADS LIKE TO SEE … AND WHAT THEY DON’T

 “I want applications that reflect the job advertisement. I’m looking for evidence that
a teacher can be innovative, flexible and treat students as individuals.” Terry Hedger,
Southbank International

 “I want teachers to tell me what they’ve done in the past, and how, to give me a
clear idea of what they’ll do in the future.” Peter Hicks, Broadclyst Primary, Devon

 “I like to feel a candidate is seeking a job at ‘our’ school and they should show that
they have found out about our values.” Barbara Flitcroft, St Peter’s, St Helens

 “Teachers often write about what they hope to get out of the job, instead of what
they can do for the school.” Norma Watson, former headteacher

 “There’s nothing worse than an application that has clearly been written for a
different job and then re-used.” Martyn Coles, City Academy, Hackney

 “I don’t like it when applicants ‘creep’ in the letter by saying good things about the
school. You don’t have to make me feel good about myself.” Anthea Michel, Cherry
Tree Primary, Bolton.