How To Get A Job Again: Tips For ESL Teachers.

I started looking for a job a month after I got one. At first, it was the fear of failure, not fitting in, anxiety, and total disillusionment in teaching. I thought I wasn’t made for that. I thought It wasn’t what I expected, so I was not prepared for that.

Two years into my school career, I catapulted higher than my modest expectations to the status of an efficient and highly efficient teacher according to my administrators, and “I am not that bad, indeed” according to my recuperating ego. I read my way through the periods of anxiety, emotional overwhelm, physical exhaustion due to the lack of sleep and found myself, to my surprise, in a very comfortable place. Don’t get me wrong, the process was much more painful, but my determination to survive and become happier and more efficient and less stressed in my job routines created a huge change, and I found myself not wanting anything new. I was tempted by the lure of comfort, familiarity, “have survived already” mode, and I felt reluctant to continue my job search. However, I went on. I went on because I felt I had a valid reason despite my own nagging idea of “why should I do it again?” I merely was sick of commuting. What I have learned from my listening to the podcasts while driving an hour to work is that time can never be made up for. It’s lost. Living 15 hours a week in a car was not sustainable, not fun anymore. I was determined to end it.

Awkward endeavor.

My job search was uncomfortable and strange. I got the best feedback from the interviews that I thought I bombed, and I got no answers after the interviews I thought went smoothly, and I left the mark. I have to say, however, looking for a job two years into your teaching career is quite an awkward endeavor. You are not quite there yet in your confidence and knowledge, but you are not that miserable and lost as being a new teacher. Coming to school open door events and selected interviews was a unique experience on its own. I had a chance to overhear the interviews and observe both interviewees and interviewers, and what I realized is that the interview system is either rigged or utterly senseless.

New candidates seem to be intimidated by men and women in suits who sit on the other side of the table and call themselves “administration.” I would be too, had I not already been employed while being interviewed. How can you not be intimidated if you are bombarded by questions that either too theoretical or too classroom-oriented for a new teacher?

I always felt like a fraud answering those theory-oriented questions about differentiation, leadership, inspiration, transformation and empowering. Those concepts were so abstract that even with my two years of teaching I felt I was just reciting the information I learned from books and articles. I somehow couldn’t entirely connect it to my own classroom experience. What I knew was that I learned to control discipline in my classroom and curb the energy of 15-16-year-old hungry teenagers; I worked out smooth class procedures, I became a confidant for some students in their miseries; I always carried snacks for students who just came back from their night shifts; I felt students trust me; I knew almost each one of their handwriting and phone cases. Have I scored on leadership, transformation, and empowering? I don’t know.

While some interview questions always seem to be too theoretical, those related to particular classroom procedures are entirely made to confuse a new teacher: What will I see when I come into your classroom? How do you deal with disrespecting students? How do you motivate students who don’t want to learn? How do you utilize Standards to plan? Wait a minute, new teachers can’t absolutely know it! They are doomed to failure!

The other side of the table.

I also was more often discouraged rather than encouraged and inspired by people who were on the opposite side of the table to interview me. I often saw school principals too busy to keep an eye contact with a new candidate while a new candidate is sweating and shivering. I saw other administrators who look aside or on the paper while asking questions. I was in an awkward position of being helped and insistently recommended, and then never heard the response back. It was even more uncomfortable to never receive an answer. At this point, I learned to be judgemental of schools or particular administrators who never respond back. I would think writing a response after the interview is a common courtesy. It doesn’t have to be elaborate and emotional. It can just be a generic email sent by a secretary, but the response needs to be delivered to those who wait.

I have experienced a scoring system of interviews. An interviewee is given scores based on many parameters. But that already seems to be alarming. What is the difference between 4 and 5 when an answer to the question about students empowering and motivation is at stake? How can I score on the question about developing 21st-century skills? What would the top rated answer sound like? The most uncomfortable thing is that very often interviews are conducted by people who have long ago left the classroom or who have never been in the classroom. Does it seem fair? Does it seem logical?

At the same time, I had an experience of meeting the interviewers who went above and beyond to know the candidate. They would ask engaging questions, look into your eyes, support your passion, understand your struggles, give advice. I felt those interviews were much more valuable to have regardless of the outcome. And those interviewers write back! Yes, they do. They might even explain the reason of your not matching the school profile. But it’s helpful to have a resolution anyway.

What I have learned in my job search while being employed are a few things that I believe can be quite helpful for a new ESL teacher or a teacher with little experience.

The trick to answering these questions is that there is no trick. With my two years of experience in a public school system, I could ace questions the answers to which came directly from my classroom practices. At the same time, I would still struggle with some questions that seemed either too theoretical, I could not relate to, or I haven’t developed a good practice yet in my teaching. Speaking to colleagues to prepare for some questions is possible. The answers will stick only, however, when these answers are backed by your classroom teaching experience. Otherwise, you would feel like a fraud reciting book articles.

And it’s OK not to be able to answer. New teachers are not expected to be experts. You just need to accept that you need to work on a particular question and improve your knowledge in specific areas.

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It’s quite a lonely task to prepare for your interview. It’s mind-boggling too. You would always feel you are not quite prepared, anxious, misunderstood. The first 5-10 minutes can tell a lot about how your interview is going. From my experience, an interview is most likely a fail when you don’t feel a connection with the interviewer, or when an interviewer is a person who does not have classroom experience or has been in administration for too long. Where there is no eye contact but just constant scribbling and recording of your answers, you will feel disconnected and stop trying. When you are not in your best mood or look, you will likely not give your best to the interview. When you fear more than you need a job, an interviewer might feel you don’t know what you are doing or talking about.

Meanwhile, I have learned to recognize good signs of an interview. When an administrator has a close connection to classroom practices, they filter your answers on a different level. When an interviewer shares a personal story or relates to your own, a relationship is built. The first impression plays a considerable role. I wish I didn’t say that. When an interviewer is not limiting your options but rather offers new opportunities, it’s a good sign they want you in. For example, the interviewer might know your experience in high school but talks about a job in elementary and asks for your consideration, he/she displays trust in your abilities. Finally, when an interviewer writes back in a short period of time regardless of the result or offers you a position on premises, it’s a sign you made a mark, and you stood out.

My idea and perception of an interview process have changed. It was shaped by my interviewing experiences as well as my first teaching job in a public school system. Even though I feel quite “green” sometimes (I just have two years in public school teaching), my reaction to interviews and interview questions has become much sharper, more realistic, more analytical, more intuitive. There is always much to learn. The most important thing, however, is to be done with doubting your abilities and limiting your options. Also, it’s all about being honest with people and yourself.

Here is my resume sample:

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