the area including residential areas where their stu- dents might live and to look for aspects of the area they might enjoy in their personal life.


Applicants also had to set up interviews with the schools depending on how many rounds of interviews were going to be conducted. If there were two, the first was typically done over the phone or skype especially if the applicant is out-of-state. Te primary or second interview was almost always in person and was usual- ly a hiring panel with questions for the applicant, but some schools asked for mock teaching demonstrations depending on if the school is still in session. When applicants were asked to come to the interviews in person, they were oſten given no or limited options for dates and times to attend. Most applicants were only given the option of a different time during the same day as other applicants.


For the interviews applicants tried to overdress, but stayed conservative. As for physical things they brought, most applicants brought copies of everything that was asked for during the initial applications as well as pen and paper to write things down, additional teaching examples (pictures and videos), and addition- al letters of recommendation if they didn’t submit all of theirs initially.


Typically, the interviews had a panel of three to seven individuals, but four to five was the most common number of people on the panel. In order of common- ality the disciplines of the people on the panel were administrators (usually the principal or vice principal), someone with a musical background (typically pre- vious director or other fine arts teacher), a common core teacher, physical education teacher, music booster member, guidance counselor, parent of a student in the program, or a student.


Most applicants said there were not many questions that they felt were unexpected, with the exception of “test” questions. Tese questions were used to deter- mine how well an applicant knew their field as well as situationally specific questions used to determine how quickly an applicant could think on the spot. In order of commonality, applicants mentioned being asked about dealing with discipline in a classroom, conflict resolution with coworkers, working with students that have special needs, as well as teaching goals and ideas. Teaching goal questions included where the applicant


31


sees themselves in the future, how they would like to build their program, and how they would incorporate student leadership. Applicants described how asking the panel questions was an important part of the in- terview for them. Tey recalled asking questions about their ability to fundraise, the specifics of what classes they would be teaching/class schedules, and the goals of the administration for the program. Applicants that asked about fundraising or budgets mentioned they only did so if the topic had been brought up already or they felt they were in a comfortable position to do so. Aſter the interviews, applicants said they made sure to walk around the school to see how well it was maintained as well as how happy the students and staff seemed to be in order to help them see if the school would be a good fit. Applicants said they were notified by phone if they were awarded the position and typi- cally had anywhere from 2-10 days to accept or decline the job.


All the individuals interviewed described how prepar- ing for interviews and knowing how to market them- selves was part of their keys to success when finding their first job. Applicants mentioned remembering to “be a person” during the interview helped them stay relaxed and not worry during the difficult process. Sev- eral people also mentioned how they felt their contacts and sources from their education were also a strong part of their success and allowed them to have more of a “foot in the door” when contacting people across the country about positions.


Eric Rothacker is a senior ma- joring in music education and bassoon performance at the University of Michigan. He is currently student teaching in Saline Area Schools and is orig- inally from Ashburn, Virginia. Eric is a passionate and dedicated teacher who enjoys sharing music and life lessons with his students.


He believes in the importance of making music available and accessible to everyone. Eric strives for each of his students to become lifelong learners by teaching import- ant life skills through music.


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40