I agree with Mike. When you join a professional group, volunteer for a committee and/or a leadership role. Get out of the chorus line and be a presence. There's a quantum difference between being visible (a member) and being a presence (an actice participant).

"Always play your aces first!" I learned this strategy as a child when my father taught me how to play pinochle. In creating a resume and cover letter, always place your greatest strengths for the particular position first. Many job listings will draw 100 or more responses. The person who is doing the paper screening might only look at each resume and letter for less than two minutes. You don't want your greatest qualifications to be missed-- so, play your aces first.

In my next comment, I will explore how to identify your "aces".

Please share your comments and questions.

What Are Your Aces?

Let's start with the following premises: (1) the purposes of your resume and cover letter are to distinguish yourself, and get you an interview; (2) your aces must be readily apparent and not buried or hidden from the screener; (3) your aces must be a good match for the position and the school-community; therefore, you must customize your paper each time you apply.

If you are a graduate of a presigious university or hold a doctorate degree, then list your education first. Narrow your bullet statements to no more than 5 or 6 for your most recent positions, and fewer for less recent experiences. For entry-level positions (ass't principal; dean), remember that you will be a support person to the principal and that the principal needs you to do much of the grunt work-- bus, corridor, and cafeteria duties, student discipline, test administration, scheduling substitutes. These may not be glamorous jobs, but they are important and must be done effectively. You may be proud about doing curriculum and staff development work, but that is usually secondary to what a principal needs. The principal has enormous challenges and is highly accountable, and needs help. Make sure you list these school management experiences at the top of your list of bullets. If you don't have those experience and skills, then volunteer in your school and get the experience. If you have any experience doing classroom observations and or walk throughs, then those go to the top of the list.

If the school-community is diverse, then emphasize experiences you have had in working with minorities. If the school-community is affluent and/or has students performing at high academic levels, then these experiences and qulifications become your aces.

What would you like to add? Any thoughts or questions?

I advise candidates, if possible, to create their bullets in problem-action-resolution  (PAR) format.  I perceived a problem, took action and here's the result.  Districts are more willing to hire problem finders, rather than merely problem solvers.

THE LIKEABILITY FACTOR

With regards to interviewing, perhaps the most important factor is likeability. Likeability usually trumps pedagogy. Interviewers often decide within the first few minutes as to whether or not they like you. Over the course of the interview, interviewers can change their opinions in either direction. What can you do to get them to like you? What can you do throughout the interview to sustain the LIKEABILITY FACTOR?

What Questions Do You Ask at Interviews?

It depends on where you are in the process. Always be sensitive to the needs of the people on the interviewing committees. They are busy people who have volunteered to serve. The time allotted for each interview allows them to stay on time. I have often felt like a captive on the committeee as a candidate, who is allotted 30 minutes for an intitial ineterview, is asked "do you have any questions"? This is done as a courtesy. It's not an open invitation to pull out a long list of questions and take over and extend the process. If you move on in the process, you will have ample time to get your questions answered.

The only question you should ask at the intial interview is "what is the next step and what is your timeline"? Often the moderator will have already answered that question. It's okay to say, "I have many questions, however, I'll hold off hoping that I'll have an opportunity to get my answers as the process progresses." This demonstrates your sensitivity to their time constraints.

Comments? Questions? Opinions?

THERE ARE ONLY 6 TO 10 QUESTIONS

Once you get an interview, it's all about preparation and delivery. You can't do anything about the competion-- insiders/outsiders; more experience; local people... The key variables under your control are the quality of your preparation and delivery. Anticipating the questions that will be asked is fairly predictable. Questions generally fall among about 6 to 10 themes. The specific wording of the question is somewhat inconsequential. Here are the themes: (1) tell us about yourself; (2) supervising the veteran teacher who may not be responsive; (3) teacher obsevation/evaluation; (4) use of technology; (5) helping teachers who are having student discipline problems; (6) relationship with your supervisor; (7) what kind of leader are you; (8) effective approaches to staff development; (9) dealing with difficult parents; (10) what do you know about us.

There may be other questions you encounter, but these are agood starting point. The strategies you take in responding are crucial.

Question: What strategies do you have in order to craft your answers? NO STRATEGY = NO PREPARATION!

Let's here your ideas and questions.

QUESTION: HOW DO YOU SUPERVISE A VETERAN TEACHER WHO MAY NOT BE RESPONSE TO FEEDBACK?

I am interested in getting your thoughts on this question. This is an often used question for aspiring leaders. It gets out your knowledge of supervision, your judgement and your inter- personal intelligence. What are some of the "guiding principles" that will guide your thoughtful response? Please share. I'll be happy to add to the conversation!

Thanks for the welcome, Dr Aronstein.  I'm curious about the transition to central office from a building principal position.  Any thoughts on the differences in skills and perspectives between the two?

In working with the veteran teacher who is not responsive to feedback, I have had success meeting the individual where he/she is, using their interest, and supporting their work.  Over time, a sense of appreciation and trust builds.  Once I have some capital with the person, he/she will be open to suggestions or alternatives.

Great question Tim. The most significant difference is that you're no longer in regular contact with your kids. As a Central Office leader there is a big shift, a re-definition, in how you fulfill your vision on a system-wide basis. The advantage that a principal has in moving to Central Office is your ability to relate to school principals, use your valuable experience and help coach them and teach them through their problems. That's one example of what I mean by re-defining your practice-- a shift from coaching teachers and students to coaching principals.

Another critical shift is that you lose your constituencies. As a principal, parents, students and teachers are your constituents and you are the leader of the school. In Central Office you have one constituent-- The Superintendent. You must put your ego aside and serve your Superintendent and his/her team. You lose your visibility.

Comments are always welcome.

A Favorite Question:

Assume you get the job and you are new to the school and the district. What is your first 100 day plan?

Let's hear from you. What is your rationale for the aspects of your response? What image you want to project? Remember, you always want to distinguish yourself from other candidates.

 Idenitfy, affirm, and celebrate the good work already happening in the setting.  Ask alot of questions and listen carefully.  Synthesize the good work with district goals and NYS initiatives as part of the collaborative development of a long-term plan.

If it's about distinguishing yourself from the other candidates, then how you introduce yourself? The first question is almost always, "Tell us about yourself." Typically, almost everyone recites the highlights of his/her resume. The inerviewer(s) already have your resume in front of them. So, how will you distinguish yourself?

I was just reading about the transition to Central Office - I think another big change is the challenge in balancing the "paperwork" with contact with the schools.  Every Central Office person make a commitment to "get into the school buildings," but then the reality of grants, budgets, and any regulations you are in charge of rise up in front of you.  It is a talent to balance these two.  Unless you get into the schools, you appear to lose touch or not know the situations and struggles of the buildings.  This used to be a greater challenge for Special Education because of all the regulations based responsibilities.  Now the challenge is just as great for Assisst. Superintendents for Instruction with all of the reports and data review of state assessments.

Excellent insight. Suggestion: Place "Visit Schools" in your calendar and schedule around it, just like any other appointment. It's not just seeing what's going on. It's also being a presence. The school-community sees and interacts with you, and that gives you credibility. 

There's a big difference between being visible and bein a presence. Being visible means attending a basketball game or a concert and sitting by yourself. Being a presence means interacting and playing a role, even if it's a cameo role!

Introducing Yourself

If you were asked to describe yourself profesionally in 3 words or phrases, what would you say? Then, assume that you were asked to ellaborate on each. How would you respond?

Let's hear from you.

Thank you, Dr. Aronstein. I read your advice on planning for the interview question. It's very helpful. I'm wondering how would you handle a question that you did not anticipate and don't have a ready answer for? Also, what advice can you provide on one's body language during an interview?

Tagrid,

Very good questions. You will encounter unanticipated questions from time-to-time. The more experience you get in interviewing and/or being coached, the fewer surprises there will be. Remember, it's not about the questions, it's more about the themes. When you get a question you hadn't thought  through, buy a little time to think. Pause-- everyone admires thoughtful people. You might even say, "Let me think about that for a second." You can also use the props that are in front of you. If they provide water, open the bottle, pour it if they have a cup, take a drink-- and then answer. Buy time. Something will come to you.

As for body language, that's important. Lean forward in your seat. Scan the faces and eyes of the interviewers. If they like what you're saying, they will nod and smile. Nod back subtely. Focus on the people who are not not giving non-verbal feedback.

Any other ideas? Please add to the conversation.

Who is Sitting around the Table?

Be prepared to encounter an interview where more than 6 interviewers are around the table. It's important to grasp which stakeholder they might be representing. Usually participants introduce themselves and will tell you: "Jane Smith, President of the PTA". If their roles are not evident, it's okay to ask: "And what is your role?"

Their questions often reflect the interests of their stakeholder group. You must use caution in your answers so as not to alienate another stakeholder group who might have an opposing view on the same issue. So what strategy will you take?

Ideas and questions, please.

This may sound very traditional, but here we go. How do you overcome nepotism?

Welcome to Aliceia Varriale. Nepotism comes in so many forms. Let's limit the discussion to advantages in seeking leadership jobs. Besides being unfair, it often results in mediocracy in that the best qualified candidates are passed up, and there is a perpetuation of the same old practices as the torch is passed to another insider who was weaned in a closed system. There is a terrible lack of "fresh air". The justification for rejecting outside candidates is that "they're not a good fit." Ironically, that's true! Unfortunately, sometimes "outsiders" are chosen and then are not listened to and even shunned. Schools are organisms that must continue to grow and learn. The conditions for growth are oxygen and light. Nepotism thrives in dark and gated school-communities.

"Home rule" is the root of nepotism; insular communities where folks like the way it is. One way to destroy it is to regionalize into larger, more politically resistant districts where school board members are not imbred, but have a broader view.

I totally agree, Dr. Aronstein. I feel that organizations that practice nepotism are resistant to change and do not honor diverse perspectives. They only see one way of doing things and are not open to new ideas even if they're better than what they've doing all along. It seems like the common word around now is that the only way to get a job in a particular school district is if you know someone on the inside. Sadly, most of the time that is precisely the case. It makes me wonder...why are these organizations so afraid of outsiders who offer diversity in thought and perspective? I feel that it is time for school organizations to collectively change their way of thinking and be more open to diversity to encourage innovations and promote continued effectiveness.

Sorry to sound like an "old timer", which I probably am, however, nepotism and xenophobia have always existed in our schools. It goes beyond just knowing someone on the inside to get a job. You must be someone on the inside. I went through my schooling in the 50's. I've visited hundreds of schools over the last 40 years and too many of them seem like a trip back into the Twilight Zone of the 50's. It's a sad statement. I came to the realization that even if asked, I wouldn't want to work in these places. They are closed and fearful of outside people, and outside ideas and practices. So sad!

De-briefing and Reflecting

Interviews are hard to come by, and we all try our very best. You leave the interview and your every word and their every reaction-- facial expression, nod, smile, glance to someone else at the table-- echo in your mind. What does it all mean? Did they like me? Why didn't they like me? Did I blow the interview because of the way I answered that one question?

How do I go about constructively and objectively reflecting on my performance? Here are a few criteria against which you might judge for yourself, and remember that we evaluate based on the evidence. So, what is the evidence that:

* they liked me

* I distinguished myself through my introduction

* I understood the question and answered it appropriately

* I demonstrated that I knew their school culture and that I was a good fit

* I have the maturity and the gravitas to gain respect

* I have good judgement

Unfortunately, you may not be objective in your self-reflection. That's why you should consider working with a knowledgeable mentor or coach. Another piece of advice. Don't be too critical of yourself. Too many processes are "inside jobs" and you're only there for "window dressing". Many interviews and questions are idiocyncratic. That is, the question(s) uniquely pertain to one individual or local or personal event. This doesn't mean that you turn down an interview. You never know what can happen. One last thought. There are some places that are so toxic that you just wouldn't want to work there.

How do I distinguish myself in my introduction? I've been pondering that question for the last couple of weeks. This is actually a difficult question. Where do I start? Do I focus on major accomplishments or leadership characteristics? Also, I've been wondering about the selection process. How do districts select prospective candidates for interviews? What are the chances of being called for an interview when you have little or no school leadership experience?

It is a critical question. You don't start with reciting your resume highlights. They already have that in front of them. Identify the professional characteristics that you embody. For example, mine are: relationships, rigor and relevance. I then ellaborate and provide evidence of my accomplishments that embody those characteristics.

I'll write later on the selection process.

Tagrid Asks: What are the chances of being called for an interview when you have little or no school leadership experience?

I hate to sound cynical, however, if you aren't (1) an inside candidate, (2) live in the district, (3) have a degree from a prestigious university, (4) an active and visible member of a professional association, or (5) have a unique skill set like school scheduling,  then your chances aren't very good. Another exception is to apply for a job in a disfunctional district, where the pool of candidates may be limited and/or weak. I understand that "disfunctional" is a tough word, yet there are districts that are political hotbeds and/or have difficult working conditions. A word of caution-- be careful what you wish for! There is good reason why districts have a bad reputation-- they've earned it. Many have tried to turn these places around, and many good people have failed. It is also difficult to get a good job after you've worked in a disfunctional district. Unfortunately, there is a certain snobbery that you might not be a good educator because you're working in a disfunctional place.

Sorry to be so brutally frank!

Thanks so much Dr. Aronstein! I've recently been granted a transfer to a middle school in my district to teach 7th and 8th grade ELA to students with disabilities and am wondering if I made the right move in (coming from elementary) trying to expand my experience to work with a different age group of children?

The goal is to distinguish yourself from the rest of the field and becoming a more desireable candidate. Moving to another grade level and/or school demonstrates your flexibility and increases your scope of experience. If you did this voluntarily, you are also seen as a team player. Do what you can within your district to be visible, cooperative, and useful. Being an inside candidate  is probably your best bet at becoming a school leader.

What are some suggestions for developing my leadership skills while serving as a teacher? I'm presently a member of the Data/Inquiry Team, Site Based Management Team, Character Education Committee and the Anti-Bullying Team, but again I'm trying to think of ways to distinguish myself from the rest of the field.

You're doing many of the right things. It's not just about serving on committees, it's dependent upon the role that you play on these committes. I'm referring to serving as the chairperson, or writing portions of plans and reports, and being a presentor at Board Meetings and such. Another important activity is scheduling-- master schedule, testing schedules, PD scheduling, etc. Remember it's not just about getting bullets on your resume. It's developing valuable skills and knowledge.

Investing in Yourself

Interviews are difficult to come by. You need to capitalize on every opportunity. You have invested a great deal of time and money in earning your credentials. My advice is to get your education at the most prestigious university you can get into. You probably have purchased your special interview suit or outfit in order to make a good impression and look the part. You also attended seminars on how to prepare a resume and cover letter, and tips on interviewing. If you're really serious about your future as a school leader, then these are the investments that you make. Remember, the best investment you will ever make is in yourself.

All of these "investments" go toward increasing your chances of getting that job. To some extent, it is a game of probability. All things being equal, the best prepared candidate has the best chance.

What about receiving one-on-one coaching? If you're not getting interviews, then get some feedback on your resume and cover letter from someone who has sat on the receiving side of thousands of credentials and knows what he/she is looking at. The job of your resume and cover letter is to get you an interview. Now, if you're getting interviews and not moving along to the next step in the process and you are really serious about getting that job, then get yourself a coach.

The coach should be someone who has been a decision-maker in interviewing and hiring many, many school leaders. You should feel comfortable in relating to this person and sharing your self-perceived insecurities. A good coach will help you craft your message, teach you strategies, help build your self-confidence, give you model responses, help keep your reactions in an objective perspective, role play both sides of the table, and give you honest and constructive feedback. Coaching is just another critical investment that you can make in yourself.

Thank you for all the advice. I have often wondered, at what point in the interview process does the committee contact your references? How much weight do you feel references have on the decision?

Reference Check

The reference check comes at the end of the process, usually once they're down to the last candidate. Oftentimes, they will contact people who might not be listed by you as references. If administrators have contacts in your district, they might call them, assuming they will get more candid opinions. The assumption is that references will say good things about you. In the event that there is a negative comment, you are probably in trouble, however, it depends on the source and the nature of the criticism. Be aware that teachers' unions have their own network and will call around and check you out.

Of course, the last step is the approval of the Board of Ed. They may have their own contacts as well, often citizens who live in your district. Finally, most districts will also google your name.

Any advice on making the transition from NYC DOE onto the island. I feel like there is a certain barrier or hurdle to get by, but just unsure what that is. Does anyone suggest trying to penetrate through the teaching barrier first and than taking the insider track to a leadership position?
Thanks for the feedback.

Tell Your Story

We all have a life story. Interviews should be used as a vehicle to tell our life story. The challenge is to use the interviewers' questions as prompts to weave the fabric of the story. The empahsis of the story should be crafted so that it matches and resonates with the culture and values of the school-community. In blue collar communities, I might work in my working class roots and mention that my father was a custodian at the NY airports. In affluent communities, I might emphasize my interest in the arts and my son's experiences as a vocalist. I was very impressed by a candidate who told us that she became a proficient Spanish-speaker when she was working in an urban school where 90% of the students spoke Spanish at home. I vividly recall a candidate who did extensive travel throughout Africa and lived in a small village as a Peace Corp worker. Although these folks were not necessarily the most qualified, they were the most interesting and memorable. We always remember a good personal story told by a good story teller. 

Phillip asks: Any advice on making the transition from NYC DOE onto the island. I feel like there is a certain barrier or hurdle to get by, but just unsure what that is.

There is a barrier. Although unspoken, part of it is snobbery, and part of it is a mythology that NYC educators' experiences are not transferable to the suburbs because of the cultural differences. The challenge can be met in several ways.

(1) Apply to urban-suburban districts where, by definition, there is a good deal of diversity and poverty. (2) Get your NYC experience in successful and innovative schools where you will gain a unique and desireable skill set. (3) As you suggest, get a teaching position in a suburban district and earn an excellent reputation, and move up from within.

It can be done!

When writing your cover letter should you mention that you live within the school district or is it better to live unsaid, it is obvious enough by being stated in your resume? Can it be something held against you that you reside in the town or district? 

A Resident Candidate

Your address on your resume speaks for itself. Many districts have an unspoken understanding that residents are given a courtesy interview. So, you shouldn't read too much into getting an interview. Nevertheless, interviewing is an opportunity to make a positive impression.

The politics of being a resident is tricky. In general, board members and parents like the idea of hiring local people. However, (although no one would ever admit it) it makes other administrators uncomfortable because you would have an "insider's" view on what's really happening and that you might share that information to community members-- it opens up the possibility of being disloyal to the leadership team.

You also need to examine your status in the community. Do you have children? How will your role impact them? Is your spouse active in school events? What's the effect? Are you willing to have you and your family scrutinized whenever your out publicly. Lot's to think about.

Thank you very much for the coaching sessions.  I felt very prepared and confident. I highly recommend that people make the "investment in themselves", sitting with someone who has your knowledge and experience is extremely beneficial. 

THERE ARE ONLY 6 TO 10 QUESTIONS

I posted this several months ago, and I think it's worth repeating:

Once you get an interview, it's all about preparation and delivery. You can't do anything about the competion-- insiders/outsiders; more experienced; local people... The key variables under your control are the quality of your preparation and delivery. Anticipating the questions that will be asked is fairly predictable. Questions generally fall among about 6 to 10 themes. The specific wording of the question is somewhat inconsequential. Here are the themes: (1) tell us about yourself; (2) supervising the veteran teacher who may not be responsive; (3) teacher obsevation/evaluation; (4) use of technology; (5) helping teachers who are having student discipline problems; (6) relationship with your supervisor; (7) what kind of leader are you; (8) effective approaches to staff development; (9) dealing with difficult parents; (10) what do you know about us.

There will  be other questions you encounter, but these are a good starting point. The strategies you take in responding are crucial.

 Let's here your ideas and questions.

ANSWERING THE UNION'S QUESTIONS

Most screening committes have a union representative at the table. The union has an interest that any new supervisor will be sensitive and perhaps even friendly to teacher unions. They don't want candidates who might be hard on teachers, unreasonable, insensitive to the needs of teachers, or ignorant of contractual obligations and the right to due process. Of course, administrators are also on the committe and they are listening carefully to your answers to make sure that you're going to be a loyal member of the administrative team. So, you've got a fine line to walk.

How do you handle questions from union reps without alienating administration? Here are a few suggestions:

*assure everyone that you will always provide full opportunities for due process and will never knowingly violate the terms of the contact

*indicate that you will fully and fairly investigate any allegations brought to your attention, looking at all the evidence

*assert that you are always guided by the principle of "do no harm" to children and that if you discover that a child is being hurt, that it is your duty to protect every child       *make it clear that you respect teachers and will safeguard their academic freedom, and appreciate that they have a difficult job

*guarantee that you will protect teachers from unreasonable demands of parents

Be guided by the guiding principle that you will be "firm, fair and friendly".

The Resume and Cover Letter: Accentuate Your Strengths

Let's start with the following premises: (1) the purposes of your resume and cover letter are to distinguish yourself, and to get you an interview; (2) your strengths must be readily apparent and not buried or hidden from the screener; (3) your assets must be a good match for the position and the for school-community; therefore, you must customize your resume and cover letter each time you apply.

If you are a graduate of a presigious university or hold a doctorate degree, then list your education first. Narrow your bullet statements to no more than 5 or 6 for your most recent position, and fewer for less recent experiences. For entry-level positions (ass't principal; dean), remember that you will be a support person to the principal and that the principal needs you to do much of the grunt work-- bus, corridor, and cafeteria duties, student discipline, test administration, scheduling substitutes. These may not be glamorous tasks, but they are important and must be done effectively. You may take pride in doing curriculum and staff development work, but that is usually secondary to what a principal needs. The principal has enormous challenges and is highly accountable, and needs help. Make sure you list these school management experiences at the top of your list of bullets. If you don't have those experiences and skills, then volunteer in your present school and get the experience. If you have any experience doing classroom observations and/or walk throughs, then those go to the top of the list as well.

If the school-community is diverse, then emphasize those experiences you have had in working with minorities. If the school-community is affluent and/or has students performing at high academic levels, then these experiences and qualifications become primary.

Remember, you are the narrator in telling your story. See your resume and cover letter as a vehicle for presenting your narrative, and emphasize those aspects of your life story that match the job description and the profile of the school-community.

What Questions Do You Ask at Interviews?

It depends on where you are in the process. It is important to be sensitive to the needs of the people on the interviewing committees. They are busy people who have volunteered their time to serve. The time allotted for each interview allows them to stay on schedule. I have often felt like a captive as a candidate, who is allotted 15 to 30 minutes for an intitial interview, is asked: "Do you have any questions"? This is done as a courtesy. It's not an open invitation to pull out a long list of questions and take over and extend the process. If you move on in the process, you will have ample time to get your questions answered.

The only question you should ask at the intial interview is "what is the next step and what is your timeline"? Often the moderator will have already answered that question. It's okay to say, "I have many questions, however, I'll hold off hoping that I'll have an opportunity to get my answers as the process progresses." This demonstrates your sensitivity to their time constraints.

At future rounds of interviews, it is important to ask questions. The questions you ask should add texture to the portrait you are painting of yourself. Demonstrate that you are a serious professional person by asking: "What kinds of professional development opportunities would be available to me? Would I be assigned a coach?" Shoe that you are eager to be successful by asking: "What do you expect me to accompish within 3 months, 6 months, one year?"

The mot successful follow up inteviews evolve into conversations, a give and take, and the questions you ask can serve as triggers to those conversations. So, be prepared to respond to the answers. Finally, be sensitive to your interviewers' body language. If there is any sign of restlessness or distractedness, then cut short your questions. 

Take a Risk

A client recently asked: "How do your respond to the question, why to you want to be an assistant principal?" If this is your entry level job, and you are now serving as a teacher, your response may go something like this: "The principal needs all the help he/she can get. I can only imagine the pressures. I must also say that I want to continue to grow and learn. I believe that by the nature of being a team player, I know how to harmonize and play backup. In my graduate studies I've learned new skills and gained new knowledge and insight as to leadership. I need an opportunity to put all of this to work. Unfortunately, I know how the job of being an assistant principal should not be done. But, I believe I also know how it could be done."

Although some of this is a bit risky, sometimes you have to take a risk to get their attention. However, you also need to be prepared to be asked as a follow up, "Okay, so how should the job not be done?"

A STUDENT DISCIPINE SCENARIO-- responding to scenarios have become a more frequent interview format. It gets at the candidates' ability to think on your feet, the soundness of your judgment, and the guiding principles that drive your practice. This approach works on so many levels and is quite revealing.

Here is a brief scenario that I've often used: "Norberto, a student who is known to be a little restless but has not been a discipine problem, is brought to your office by a security guard with a note from the teacher. The notes reads:' Disrespectful. I will not tolerate this behavior'. The security guard doesn't know what happenned. Norberto says: 'I walked over to the basket to throw away a piece and paper and the teacher starts screaming at me that I'm disrepectful and she throws me out. I don't know what the problem was'.

The assistant principal has Norberto stay in the office, and visits privately with the teacher. The teacher says, "He was at the basket off to my side and gave me the middle finger. A couple of kids laughed. I cannot tolerate this behavior. He will not return to my class until he apologizes."

Be aware that this teacher regularly refers discipline problems to you-- probably 25% of your total referrals come from this teacher.

What steps will you go through to address this issue? What are your guiding principles that will determine how you will respond?

YOU CAN RESPOND ON THE COMMNT WALL OR SEND TO MY INBOX, OR MY EMAIL: Larryaronstein@yahoo.com.

 Emphasize Your Assets

The purposes of your resume and cover letter are to distinguish yourself from other applicants, and get you interviews. Your assets must be readily apparent and not buried or hidden from the person doing the screening. Your assets should be presented in such a manner which represents that you are a good match for the position and the school-community. Therefore, you must customize your resume and cover letter each time you apply.

If you are a graduate of a prestigious university or hold a doctoral degree, then list your education first. As for your professional experiences, narrow your bullet statements to no more than 5 or 6 for your most recent positions, and fewer for less recent experiences. For entry-level positions (assistant principal; dean; chairperson), remember that you will be a support person to the principal and that the principal needs you to do much of the grunt work-- bus, corridor, and cafeteria duties, student discipline, test administration, book inventory and ordering, scheduling substitutes. These may not be glamorous jobs, but they are important and must be done effectively. You may be proud about doing curriculum and staff development work, but that is usually secondary to what a principal needs. The principal has enormous challenges and is highly accountable, and needs help. Make sure you list these school management experiences near the top of your list of bullets. If you don't have those experience and skills, then volunteer in your school and get the experience. If you have any experience doing classroom observations and or walk throughs, then those go to the top of the list.

If the school-community is diverse, then emphasize experiences you have had in working with minorities. If the school-community is affluent and/or has students performing at high academic levels, then these experiences and qualifications become your assets.

Listing your greatest assets early in your letter and near the top of your resume will make them more apparent. Remember, many job listings will draw 100 or more responses. The person who is doing the paper screening might only review each resume and letter for less than two minutes. That's more than three hours of review. You don't want your greatest qualifications to be over-looked-- so, list your assets first.

Please comment and send your questions along. It makes for a richer conversation.

Are You Willing to Re-locate

Are you frustrated that despite doing "all the right stuff"-- paying out thousands to get your administrative certificates, regularly checking job postings, endlessly sending out resumes, going on dead end interviews-- you get nowhere. Have you seriously considered re-locating in order to jump start your administrative career?

Re-locating for most people involves a good deal of sacrifice. If you have to move your family, it often means disrupting your spouse's career, changing schools for your school aged kids, separating from family and friends, and disconnecting from your roots. Working more than a few hours away, can involve getting local housing for yourself, commuting on weekends, and experiencing lonely nights. However, if you aren't in a committed relationship, or if you have pre-schoolers and your spouse can re-locate, then re-locating may not have so many downsides. It is an important personal and professional decision that only you and your loved ones can make.

There are several factors that might go into your considerations: (1) Can you afford a second residence and the costs of commuting? You should expect that salaries outside Long Island and Westchester will be significantly less. Of course, if you decide to live there, the reduced cost of living will be proportional to your salary. (2) Can you and your family adapt to the community values, the pace of life, and the life style? Needless to say, those of us who live in the Metropolitan Area are a unique breed. It can be challenging for you and/or members of your family to fit in and to be accepted in your new community. (3) If you work outside of New York State, what are the implications regarding your pension, health insurance, and contractual considerations? If you leave New York permanently, even though you might not currently see that to be a possibility, it can happen, are you vested in the NYS pension system and/or can you buy back years in your new pension system?

Does re-locating really pay off if your plan is to get administrative experience, be a more attractive candidate, and move back? Well, there are no guarantees. You should be prepared to stay in your new position until you get tenure. Chances are you will be a more attractive candidate if you make a parallel move. Re-locating to become an assistant principal, in my opinion, will not get you a principal position if you move back.

Finally, you need to examine your commitment to becoming a leader. There are sacrifices. However, you should also be open to the possibility that you may settle in, love your new job, find happiness in your new community and life style, and spend your career there. Your career life is a journey. Consider all the possibilities.

I have a question about the administrative portfolio. When do you feel you should introduce it in the interview process and how? Also, do you think it should be as a presentation or in binder form?  Has anyone had any success using it?

Thanks in advance for the feedback.