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2014 MN Education Job Fair

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Registration for the 2014 MN Education Job Fair is open! Meet school district and education organization representatives, attend district presentations, and interview for jobs. Here are the details:

2014 Minnesota Education Job Fair
Tuesday, April 8, 2014 | Minneapolis Convention Center
10:00am - 3:00pm Employer Booths Open
10:00am - 5:00pm Interviewing Area Open

The MN Education Job Fair is open to students and alumni from participating MN colleges and universities. Teacher candidates must be licensed by December 2014. Education services candidates (such as school counselors, school social workers, speech therapists, or school administrators) may also attend.

University of Minnesota (Twin Cities) Registration:
University of Minnesota (Twin Cities) students and alumni should register with CEHD Career Services by Friday, April 4, 2014 at 4:30pm. There is a $20 fee to attend. Need-based fee waivers are available.

Visit the CEHD Career Services website for more information about registration instructions, event logistics, employers attending, and preparation tips.

Success Story | Amanda Rydberg, English Education ILP

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Name: Amanda Rydberg amanda head shot.jpg
U of M program: English Education
Graduation Date: May 2013
Employer: Colegio Inglés, Torreón
Position: 6th Grade Teacher

1. How did you learn about your current position?
I attended the Minnesota Education Job Fair and met the director of my school there. There was an entire row of international schools at the fair, and I went there right away. I researched all the schools that I was interested in the night before and had a cover letters prepared for the fair addressed with the recruiters' names and specifically addressing their mission.

2. Describe the application and interview process.
Since I met my supervisor at the job fair, I scheduled an interview with her for later that day. After the initial interview, she encouraged me to apply online. One important thing that she mentioned was to upload a picture with my resume and application materials to help her remember our interview and who I was. I also thought it was interesting in the interview and application that they were asking about things such as marital status and any health issues- those are generally things that U.S. employers are not allowed to ask or discriminate on. International schools might do things a little differently. [It is common practice for international schools to require a picture and personal information such as marital status.]

3. How did you make yourself stand out during the job search?
I always researched the school ahead of time if possible, or used the interview to find out what they valued in teachers. In the case of Colegio Inglés, they are looking for teachers who really understand child development. I emphasized my experience with children, which goes back farther than my teaching experience, and I had no international experience to talk about. I included work with summer camps, volunteering, and tutoring. During the interview, I also had some stories that I had prepared which highlighted my understanding of and experience working with kids.

4. Looking back, what did you find to be the most helpful during job search process?
I talked to people who I wanted as references early on. I asked right away if I could put them as references and let them know what kinds of jobs I would be applying for. I invited them to observe me in student teaching if they hadn't already. Since they are all busy people, I was glad I scheduled that time sooner rather than later.

My cooperating teacher was especially helpful as a mentor during my job search. She gave me advice on what to talk about during interviews and shared the wisdom that she gained from her own experience landing a teaching job.

It also took me a long time to get psyched up for the job search process, so I'm glad I started back in January adding a little bit to my cover letters, resume, and searches every day. That way it wasn't so overwhelming by April. One thing that really helped when writing cover letters was to read the teacher job description for schools that really inspired me and craft my teaching philosophy around those descriptions.

5. Did you utilize career services (on-campus interviews, career events, appointment(s), online resources)? If so, what was your experience like?
I registered for the job fair through CEHD career services/GoldPASS. I also used some of the campus interview events as both networking and practice interviewing. It was really helpful to interview with schools before I even started seriously searching. It helped me figure out what my teaching practice was about and what I should focus on in interviews.

6. What advice would you like to share with others about your experience finding a position in another country?
Be ready for anything because International schools run on a much different schedule and have different expectations. I was offered this job before most school districts had even started emailing candidates and it was a hard decision whether I wanted to accept a job before I had any other offers to compare it to. I also really had to manage my expectations of what the school would be like because the only information I had was from flyers/videos and other promotional materials. I couldn't go see it for myself so I had to be comfortable with some things being unknown.

Want to learn more about graduate programs in Multicultural College Teaching and Learning? Attend one of the following information sessions hosted by the Department of Postsecondary Teaching and Learning! This informational opportunity will provide answers to your questions about graduate programs, career options, and the application process. Come discuss how these programs may fit into your overall career goals of working in higher education! The first session will be held Wednesday, October 23rd, from 5:00‐6:00 pm in 211A Burton Hall. The next session will be held November 5th, from 4:00‐5:00 pm in 211A Burton Hall. Feel free to attend an open class on October 30th 4:15-7:00 PM in Burton Hall room 227. The class will be PsTL 5106 Multicultural Teaching and Learning in Postsecondary Contexts. Come to an open class on November 12th 4:30-7:20 PM at STSS in room 432B. This course will be PsTL 5212 Multicultural Theories of College Student Development Applied to Teaching and Learning!
PsTL Graduate Information sessions - Fall 2013-1 (1).pdf
Contact Rhiannon Williams, Recruitment Coordinator, with questions at pstlinfo@umn.edu.
Visit the PsTL website at: www.cehd.umn.edu/PsTL/Graduate/

Success Story | Razia Shariff, Elementary Education ILP

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Name: Razia Shariff 2013-10-14_1030.png
U of MN Program: Elementary Education ILP, MEd
When did you graduate: December 2012
Employer: Saint Paul Public Schools, Capitol Hill Gifted and Talented Magnet
Position: 6th Grade English Language Arts Teacher

1. How did you learn about your current position?
I learned about it from the principal. After I graduated (in December), I decided to substitute teach for the remainder of the school year and look for something permanent for the following school year. I used that time while substitute teaching to network as much as I could and work in different schools in a variety of positions. I wanted to gain as much experience across the elementary spectrum as I could, so I took jobs in grades K-6, as well as special education and gifted specialist positions. I had substituted at Capitol Hill a couple of times and kept in touch with teachers and administration in the building, and I found out about the opening when chatting with the principal. Don't be shy about introducing yourself and chatting, as you never know where it might take you.

2. Describe the application and interview process.
I had my portfolio, resume, and cover letter ready to take to the job fair in April. Going to the job fair was essential to my job search process. I took an unpaid day off to do it. I had my heart set on Saint Paul Public Schools, but it was a tough year to get an elementary position with them (due to changing 6th grades to middle school and many teachers staying in elementary positions). I interviewed with two districts that day and got my name out to a lot of others. My interview with Minneapolis Public Schools that day was scheduled towards the end of the day, and consisted of meeting two representatives in a curtained room in the back of the auditorium. During interviews, I am truthful and authentic. Nothing is more boring to an interviewer than someone giving you canned answers and a fake smile. They are looking for people who make them excited, because those are the ones who will make students excited in the classroom. Make it genuine and give a great reason for why you want to educate. I was offered contracts with Minneapolis Public Schools and a charter school the following week.

3. How did you make yourself stand out during the job search?
One thing I was nervous about at first was having a master's degree before I came into my own classroom. I asked a couple of teachers and administrators for advice if I should wait to pursue the final degree before I had my first job. The feedback I received was ultimately, principals and districts are looking for a quality teacher, and they will pay if they believe you are the right fit. Having a master's degree and a master's project I strongly believed in was something that helped me to stand out (I completed my final master's project on the SEM-R reading program). I also prepared a lot for the job fair, by taking the advice of the online resources to prepare for interviews, and researching some of the different districts and schools I knew would be there (specifically their philosophies and curriculum). Finally, I followed a teacher's advice and had some personal business cards printed up to hand out (I also handed these to schools and teachers I substituted for). When I was designing these, I nervously took her advice and put a headshot of myself on the card. I felt a little silly doing it at first, but it was something that made me stand out a lot, especially while networking and interviewing. One of my interviewers at the job fair remarked that it helped her to remember who I was during the day, since she had met so many potential applicants already. I'm glad I decided to do it!

4. Looking back, what did you find to be the most helpful during the job search process?
Networking as much as I could was the best thing I had done. I kept in touch with many people over my years in school, and I pitched in at times when they needed a hand. Any time you do that, it will be remembered! A teacher whose room I had volunteered in a few years ago introduced me to her colleagues and principal after school one day to pass out business cards and get my name out there for sub assignments. The school I did that at is my new school, and I have the privilege of already being acquainted with many of my new colleagues.

5. Did you utilize career services (on-campus interviews, career events, appointment(s), online resources)? If so, what was your experience like?
I used a couple of different career services resources. I scheduled a meeting to evaluate my resume and cover letter, which was extremely helpful. I thought I knew how to do it, but I really needed help with streamlining and lingo. I was shown how to structure a resume for the world of education, what to highlight, and how to word it. I was able to present a clean and to-the-point resume, cover letter, and portfolio based on this advice. I also found some online resources (on the Career Services website) to be very helpful, especially during the interviewing process. I put a lot of energy into preparing for the job fair, and took in as much information about it to prepare.

6. What advice would you like to share with others about your experience finding a position?
Have confidence in your abilities and your answers. This program is so well rounded and prepares you so fully for teaching. It's totally natural to have butterflies about it all, but have confidence in what you've learned and how to apply it; time and experience will fill in the rest. Remember too, every student that walks into your classroom is someone's treasure. Someone told me that years ago, and I tucked it into my pocket. If you remember those two things, your sincerity in educating will come across and you will land that position!

LDA Teaching Jobs!

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LDA.png

Job Post #1:
Do you love working with small groups of students? Are you looking for extra work hours?

Intervention Teaching Positions for LDA's Saturday program
LDA Minnesota has several part time positions (4.5 hours per Saturday) for the 2013-14 school year. LDA is seeking teachers with expertise in Reading to help struggling 4th through 8th grade students close their achievement gap. LDA's program runs from 9:00am until 12:30pm at a school site in South Minneapolis. There may be occasional extended Saturday hours or evening hours for Family Involvement events. This position may be combined with other teaching assignments at LDA Minnesota.

Requirements include:
• a BA or BS in education or closely related field;
• teaching license in elementary education, reading, or special education
• at least 1 year of successful experience teaching reading or math to diverse urban learners
• knowledge of current best practice in elementary reading or math instruction, especially for struggling students
• demonstrated ability to work effectively as a member of a team
• technology skills to maintain student attendance and achievement data in on-line data base, and communicate remotely with offsite supervisors and colleagues
• reliable transportation
Highly desirable:
• Two or more years of successful elementary teaching
• Spanish language proficiency


Job Post #2:
Do you love working with small groups of students? Do you have a passion for helping struggling students learn to read? Do you thrive on using data to guide your instruction?

Intervention Reading Teacher - LDA Minnesota

LDA Minnesota has several part time (20 hour per week) positions for the 2013-14 school year for Reading Intervention teachers. These teachers work collaboratively with classroom teachers in grades K-3 to support struggling students attain grade level proficiency in reading. We have openings in several Minneapolis and St. Paul school sites.

Requirements include:
• a BA or BS in education or closely related field;
• teaching license in elementary education, reading, or special education
• at least 1 year of successful experience teaching reading to diverse urban learners
• knowledge of current best practice in elementary reading instruction, especially for struggling students
• demonstrated ability to work effectively as a member of a team
• technology skills to maintain student attendance and achievement data in on-line data base, and communicate remotely with offsite supervisors and colleagues
• reliable transportation
Highly desirable:
• Two or more years of successful elementary teaching
• Spanish language proficiency

To apply send an e-mail with your resume, a letter of application, and the names of at least 3 professional references attached, to abw@ldaminnesota.org. Please type "Saturday Intervention Teacher" or type "Reading Intervention Teacher" in the subject line.


Applications will be accepted until position is filled.
LDA Minnesota works with diverse populations of individuals and seeks individuals who reflect this diversity.

LDA Teaching Jobs!

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LDA.png

Job Post #1:
Do you love working with small groups of students? Are you looking for extra work hours?

Intervention Teaching Positions for LDA's Saturday program
LDA Minnesota has several part time positions (4.5 hours per Saturday) for the 2013-14 school year. LDA is seeking teachers with expertise in Reading to help struggling 4th through 8th grade students close their achievement gap. LDA's program runs from 9:00am until 12:30pm at a school site in South Minneapolis. There may be occasional extended Saturday hours or evening hours for Family Involvement events. This position may be combined with other teaching assignments at LDA Minnesota.

Requirements include:
• a BA or BS in education or closely related field;
• teaching license in elementary education, reading, or special education
• at least 1 year of successful experience teaching reading or math to diverse urban learners
• knowledge of current best practice in elementary reading or math instruction, especially for struggling students
• demonstrated ability to work effectively as a member of a team
• technology skills to maintain student attendance and achievement data in on-line data base, and communicate remotely with offsite supervisors and colleagues
• reliable transportation
Highly desirable:
• Two or more years of successful elementary teaching
• Spanish language proficiency


Job Post #2:
Do you love working with small groups of students? Do you have a passion for helping struggling students learn to read? Do you thrive on using data to guide your instruction?

Intervention Reading Teacher - LDA Minnesota

LDA Minnesota has several part time (20 hour per week) positions for the 2013-14 school year for Reading Intervention teachers. These teachers work collaboratively with classroom teachers in grades K-3 to support struggling students attain grade level proficiency in reading. We have openings in several Minneapolis and St. Paul school sites.

Requirements include:
• a BA or BS in education or closely related field;
• teaching license in elementary education, reading, or special education
• at least 1 year of successful experience teaching reading to diverse urban learners
• knowledge of current best practice in elementary reading instruction, especially for struggling students
• demonstrated ability to work effectively as a member of a team
• technology skills to maintain student attendance and achievement data in on-line data base, and communicate remotely with offsite supervisors and colleagues
• reliable transportation
Highly desirable:
• Two or more years of successful elementary teaching
• Spanish language proficiency


To apply send an e-mail with your resume, a letter of application, and the names of at least 3 professional references attached, to abw@ldaminnesota.org. Please type "Saturday Intervention Teacher" or type "Reading Intervention Teacher" in the subject line.


Applications will be accepted until position is filled.
LDA Minnesota works with diverse populations of individuals and seeks individuals who reflect this diversity.

Disability Services Workforce Recruitment Program

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Disability Services is excited to announce our partnership with the Workforce Recruitment Program (WRP) this fall semester! The WRP is a recruitment program for students and recent graduates with disabilities and serves as a primary pipeline for bringing new talent into the federal government.
Participating in the WRP is an excellent way to: Find an internship or permanent position at federal agencies, explore careers in the federal service and gain interviewing experience.
To find out about eligibility or for more information, visit our website or the Department of Labor for more information.
Registration begins August 19, 2013 and ends October 16, 2013. Phone interviews take place between October 22, 2013 and November 8, 2013.

Full Time English Language Learner Teacher

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Full Time English Language Learner Teacher
1.0 Full Time ELL Teacher
Minnesota Transitions Charter Schools

Date of Availability: ASAP
Date Closing: when filled

A full-time (1.000 FTEs) position as an English Language Learner Teacher is available at Banaadir Academy, a Minnesota Transitions Charter School. Position serves students between K-8th grades.

Compensation:
Salary schedule based on Teachers Contract, previous experience and education (Contract is available on District Website under Human Resources/Staffing)

Qualifications:
Required: Current MN ELL Teaching License
Desired: Experience working in an urban setting with English language learners.

Application Deadline: Until filled.
Candidates should send resume, cover letter and references to Jen Scheffler at jscheffler@emailmtcs.org.

This position will be filled on the basis of the experience, competency, and qualifications of the applicant and the needs of the District. The District complies with state and federal fair employment regulations.

For further information contact Jen Scheffler, Minnesota Transitions ELL Coordinator at jscheffler@emailmtcs.org.

Position for Chinese Instructor

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Language Sprout is a foreign language center dedicated to providing quality foreign language instruction to people of all ages, with a focus on our youngest learners. We believe that fluency in a second language is invaluable and that it is never too early for kids to start developing their multilingual skills. We aim to serve a niche that is often ignored--younger foreign language learners--because they have incredible potential to gain fluency and are preparing to enter a world in which doing so is more critical than ever.


Language Sprout is seeking a part-time Chinese instructor to teach classes using our methods during the after school hours (3pm-6pm).


Required Qualifications: Fluency in Chinese. Comfortable working with and engaging young children. Access to reliable transportation, and a valid drivers license.

Preferred Qualifications: Ability to work both independently and as part of a team. Ability to work with people from different ethnic backgrounds. Highly intelligent, quick learner who is willing and eager to teach according to our methods and training.

Salary: Competitive hourly wage commensurate with experience.

Interested in doing field research with preschool and elementary school children?

Do you have experience with child assessments?


Position Summary: SRI International, in collaboration with University of Minnesota and the US Department of Education, is looking for one temporary, part-time, bilingual research assistant to conduct assessments with preschool and elementary (preschool and K through 3rd grade) school children. The position is temporary, part-time. The applicant should have experience in conducting research and/or working with young children in preschool and elementary school settings, and must be fluent in Spanish in order to conduct a small number of the assessments with Spanish-speaking children.


Duties and Responsibilities:
- Participate in an orientation and training on collecting child assessment data (e.g., Card Sorting Battery, Woodcock Johnson Applied Letter-Word and Applied Problems subtests) on September 9, 2013.
- Conduct child assessments during the data collection period between October and November 2013.


Qualifications:
- Bachelor's or Master's degree in Early Childhood Education, Education, Psychology, Social Work or other related field is preferred.
- Prior experience conducting research and/or working with young children.
- Experience in conducting preschool through 3rd grade child assessments preferred.
- Ability to work at least 15-20 hours per week.
- Reliable car, valid driver's license or access to public.
- Must be able to pass a criminal background check.
- SRI is looking to hire an assessor who is located near Saint Paul Public Schools.
- Must be bilingual in Spanish and English.

How To Apply: Send cover letter and resume to: katherine.ferguson@sri.com

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