Teaching In An Independent School

Written And Compiled By: Rick Roberts, Director, University of North Florida Career Services, Spring, 2003

What Is An Independent School?

Independent schools are private nonprofit elementary and secondary schools governed by boards of trustees. Their financial support comes form tuition, private gifts, grants, and endowment. They range in size from a handful of students to thousands. Their approaches to teaching and learning vary from open classrooms, team teaching and experiential learning to more traditional lectures with questions and answers. They can be coeducational or single sex, boarding or day schools. Independent schools are located in the country, in the inner city, and everywhere in between. There are approximately 900 independent schools nationwide that enroll about 1.5% of the nation's school-age population. The largest concentrations of independent schools are located in the East, South, Mid-West and West. Some schools are religiously affiliated, but are fiscally independent of an organized religious denomination. Each independent school has a stated policy of non-discrimination in hiring and admissions practices.
 

Independent school teachers work in a personal, family-like environment, with a strong sense of community, high academic expectations, motivated students, and involved parents. They have opportunities to shape courses and curriculum, to collaborate with colleagues, and to affect the development of young people through their work in and out of the classroom. Classes are small, and discipline problems are rare. Each independent school strives to admit students who promise to benefit the most from its particular program. The same rationale applies for selecting teachers and finding the right job often depends on finding the right match between your talents and interests and a school's philosophy and needs.
 

Independent schools offer a community environment that encourages administrators, teachers, parents, and students to interact in and out of the classroom. Generally, this community spirit affords faculty a greater opportunity for creativity and flexibility than is found in typical educational settings.

Should You Teach In An Independent School?

  1. Before beginning your job search, you will need to decide if a career in an independent school is right for you. Search for a school and a position that really suit you. The time and care you take reading, talking, visiting, and interviewing are muc h shorter and happier than the time you could spend suffering in a job or school that is wrong for you-- or looking for a job again the following year. Below are some strategies designed to help you gather information:
  2. Visit the School For a Day

    3. Most schools welcome vistors who simply want to learn more about them. You may be able to set up a visit even though a school has no current job openings. If something should open up later on, you will already be known to some staff members an they to you. If you are invited for an interview, it is to your benefit to schedule as much time as possible at the school: find out as much as you can while you are there.
  3. Talk to teachers. Are they happy at the school? Do they believe that they are treated fairly? Do they interest you as potential colleagues? Is the school's philosohy of education compatible with your own?
  4. Talk to students. Do they like the school? Are they challenging and hardworking. Bored? Too busy? Do they speak of the faculty with respect and enthusiasm? What is most important to them about the school?
  5. Talk to administrators. What about faculty turnover? Too much may indicate dissatisfaction, too little may mean stagnation. Try to find out as precisely you can what your teaching load, extra duties and salary and benefits would be. Ask your interviewers to comment frankly on the strengths and weaknesses of the schools. Are major changes envisioned in the near future that could affect teachers? What overall trends can be seen in recent admissions? What opportunities for your professional growth--graduate study, workshops, conferences, seminars, courses-would the school support with release time or money? How and when would you receive orientation and help during your first year at the new school. By what standards would you be evaluated? If possible talk with faculty members and adminstirators with whom you would be directly involved.

What Do Independent Schools Seek?

Adademic Background
Independent schools look for degrees in traditional subject areas. A degree in the subject you want to teach is preferred, although a minor can be acceptable. With few exceptions, elementary education is one, certification is not required. You should have a strong GPA and the willingness to teach in another area. For example, if you are an English major with a Spanish minor, you may be asked to teach one section of Spanish.
 

Teaching positions in high demand are physics, chemistry, computer science, math, biology, Spanish, Latin, French, and various combinations of the preceding areas. Certified elementary teachers are also in high demand. Positions are available in English, history (U.S. and European), vocal and instrumental music, the fine arts, and physical education. Positions in English and history are highly competitive because of the number of people who are interested in teaching these subjects.
 

Graduates with majors in psychology, econmics, anthropology, political science, philosophy, sociology, or non-traditional foreign languages will find positions in these subjects virtually non-existent. Schools offer these subjects as electives and cannot offer full time positions. A search in these areas is difficulty, but not impossible, provided you have the academic background to teach a traditional subject. For example, an anthropology major with six courses in histroy, who wants to teach at the 7/8th grade level, could be a desirable candidate.
 

Extracurricular Abilities
In the independent school community, most faculty members are involved in activities outside of the classroom. The ability to coach often is requested by schools. Other extracurriculars include yearbook, school newspaper, community service, outdoor education, photography, and drama. You need to be prepared to enthusiastically participate in extracurricular life.
 

Experience With Children, Teaching or Peers
Independent schools expect to see "kid" experience, whether it is camp counseling, supervised student teaching, tutoring or volunteer work with youth groups. College teaching assistantships and tutoring are also considered important. A resident assistantship is valuable for graduates who wish to be considered for positions with dormitory responsibilities.

Job Search Tips

  1. You need to know how much time, energy, and persistence you can bring to your job search. Hiring for most positions in independent schools takes place between January and May, and you should plan to have a head start on the process. It takes time to make contact with schools individually--tracking down names and addresses, preparing your cover letter and resume, following up when you don't get a response., following up when you do. The wider you cast your net-the more geographic areas, kinds of schools, and types of teaching positions you consider--the more time and energy you are going to need. You also need a realistic idea of how assertive you are willing to be. Are you good at "cold calls" to unknown people at the schools? Will you make use of whatever contacts you have? Are you persistent enough to keep on until you get an answer? Consider in advance what sort of support system you have. Who can help you make contacts? Give good advice? Cheer you on? You should also decide whether or not you will use a placement agency (See "Using An Agency" section below).
  2. Get In Touch With Schools Early

    3. Independent schools usually begin planning ahead for the next academic year as early as December. Most hiring happens between January and April, although positions occasionally remain open as late as August. If you use an agency you should make every effort to have complete information on file with the agency as soon as possible. If you are not using an agency, or if you want to get in contact with certain schools on your own, write to each school head to express your interest. Enclose your resume and ask for an opportunity to visit the school and be interviewed.
  3. A professional approach to your job search is important. The appearance and content of your letters and resume may determine whether you obtain an interview. They should be neat, accurate, and concise. Return calls and acknowledge letters promptly. If you must change the time of an appointment, notify the school as soon as possible. If your address or telephone number change in the course of your jobsearch, let prospective schools know so they can reach you without difficulty or delay.

    4.  
  4. The independent school hiring season begins in late January and continues through May
  5. Start early. If you wait until March or April to begin your search, you will have missed a number of opportunities.
  6. Don't assume that getting a teaching job will be easy. There are at least twenty applicants who are qualified for each position. No one will hand you a teaching job. Approach your search with an attitude of persistance and self-reliance. Independen t schools do not have personnel offices or special staff to do hiring, so plan to be frustrated by their response to your inquiries. Some schools may tell you they are not interested, others will simply not respond. Initially, the success of your search will depend on your "paper" presentation. All applications, resumes, and cover letters must be organized, neat and free of typing and grammatical errors.
  7. Review Any offer carefully
  8. Do Not accept a position until you know what you will be paid and what you are to teach as specifically as can be determined . Each school sets its own salary ranges, and more and more are publishing this information in their faculty handbooks. Prospective teachers should be aware that independent school salaries as a rule are lower than those in neighboring public schools.
  9. Each school bases decisions about salaries and benefits on its individual financial resources. But nearly all offer health and retirement plans. Beyond that, compensation programs can vary considerably. Boarding schools along with a few day schools, offer rent-free or sustantially subsidized housing in dormitories or other school-owned property. Meals for teachers and their families in the school's dining hall can be another major benefit. Many schools offer tuition remission or directed grants to children of faculty members.
  10. You should consider using an agency to assist you in your search. Don't limit yourself geographically. Be ready to become part of a school community. Be willing to trade personal time for an exciting and exhilarating environment. If you have any incl ination to teach, DO IT! The salary is not great, but the rewards are inestimable.

Working On Your Own

If your search is geographically restricted, a search on your own may be worthwhile, but be aware of the limitations. Independent schools frequently do not respond to unsolicited inquiries. Timing is a factor. If you are an English major and your resume arrives when the school has an opening in French, your effort may be wasted.
 

Here are some strategies for conducting this type of search:

Using An Agency

A majority of independent schools rely on agencies to assist them in the recruiting and hiring of teachers. Using an agency helps you target your search more effectively, because the agency is aware of positions which are not advertised, and can match your skills with positions that schools have available.

Agencies are big and small, regional, national and international. They vary in services, focus and in fees. As a rule, the school is their primary client because schools rather than candidates usually pay the agency's recruitment fees. Even when the candidate pays the fee, however, it is still the school that decides to use a particular agency year after year, and so it is the schools that the agency is set up to serve. This doesn't mean that the agency doesn't care about you, the candidate, but it does mean that the primary responsibility for success in working with an agency rests with you. Before proceeding with an agency you should be very clear about your needs and expectations and which of them you think the agency can fill. It is a good idea to compare several agencies . Start by requesting an application and descriptive information from each. Questions that remain can be raised in follow-up telephone calls directed to the apprropriate persons.

What does the agency offer candidates?
Will your counselor get in touch with you or are you responsible for keeping up on things? To what extent will the agency serve as your advocate with the school? Will the agency discuss your limitations with you? Does it provide any support or advice on resumes or interviewing? What type of information does the agency give to job seeekers about schools?

Does the agency have special areas of interest?
Does it specialize in recruitment for one group, for example: college students? Does it provide special services for beginning teachers? What does it offer for experience teachers? What about people making a mid-career change? Does the agency have geographic limitations?

What paperwork is required?
Are your papers sent to the school just as you submit them or does the agency rework them into its own report? If the agency constructs its own report, will you be given a copy of it, exactly as it is sent to schools? Is an interview required? Must it be in person or can it be on the telephone? How many leters of recommendation are required.?

Are any fees involved?
Application fees? Placement fees? Are there any penalties--for example: suppose you accept a position and leave halfway through the year.

Are there any restrictions imposed on you?
Can you pursue openings on your own. What if you have already been in touch with some schools before registering with an agency? Can you register with more than one agency. What procedures must you follow if you hear of an opening from another sources? do you get in touch with the school diretory once you are notified of an opening or does the agency do it for you?

Does the agency operate any sort of job fair
If so when and where? Must you be registered with the agency to attend? Is there a deadline for registration? A registration fee? How mahy interviews can you expect to have? Will you know ahead of time which schools are attending or what positions they want to fill? How many candidates were placed through the previous job fairs? How many positions in your subject/area grade level were offered. What was the ratio of candidates to positions --overall and in your subject area/grade level?

What is the agency placement record?
Can you obtain a list of the previous year's placements? What was the agency's ratio of candidates to openings last year (overall and in your subject/grade level) Their ratio of candidates to placements?

What is the agency's geographic range?
Regional? National? International? How many schools do they represent in your preferred location? How many openings/placements did they have last year in your preferred locations?

What is the size and background of the agency's staff?
How well do they know independent schools? How often do they visit client schools? How recently have they visited the schools that interest you? What is the ratio of candidates to agency staff members? Who will be your consultant? Can you speak with that person before signing up?

What is the agency's experience and commitment to placing people of color in independent schools? Do they make any special efforts to reruit or place people of color? Do they have people of color on staff? How do they respond to schools that make special requests for candidates of color? How many candidates of color did they represent last year? How many did they place?
 

Agencies are only useful if you develop a relationship with agency personnel. If you commit yourself to using an agency, learn to make the best use of the services they provide.
 

Most agencies will require a personal interview before they refer you to schools.

Finally...

Cover Letters

Your cover letter is a reflection of you--your personality, your writing style, your attention to detail, your organizational skills. These facets are especially important for teachers. Write, edit, and proofread each letter carefully.

Contents
As in any cover letter applying for a position, your cover letter should not be a reiteration of your resume. Include information about other possible teaching fields, specialites within your field, and other related experience and abilities. If yo u are interested in assuming responsibilities in extra-curricular activities, such as coaching or clubs, be sure to mention these, especially if you are applying to independent schools.
Always mention your availability for an interview--perhaps during a school vacation. Indicate that transcripts and references are in the process of being sent or are available upon request. Make sure you understand application procedures. Ask for additional information if you need it.

Other Kinds Of Letters
The main rule of thumb is never send any documentation without any accompanying letter. Be sure to keep copies of all of these. These communications may include:

Keeping Good Records
You may find yourself applying for many positions. Make copies of all your applications and correspondence, and keep a log of of all phone calls and contacts.

Letters Of Reference

You will need to gather letters of reference for your applications. Schools generally prefer to receive these from a third party rather than directly from you. For that reason, many students and alumni/ae choose to set up a file at the Career Center . Obtain letters from your supervising teacher, others who know your work with children, and appropriate professors. Do not wait until the last minute.
For Additional Information, see: "Credential Services"

Preparing Your Resume

Target your resume by highlighting the following: Skills Commonly Possessed by teachers Effective Resume Language

 

Preparing For The Teaching Interview

Concerns Typical Questions Employers might ask:
  1. Why did you decide on a career in education?
  2. Tell me something about your background?
  3. What is your philosophy of education?
  4. Tell me about your teaching experience
  5. How was your room organized? What was the atmosphere of your room?
  6. As you look back on your teaching experience, what was most effective about you? About your style? What was least effective about your teaching style?
  7. How do you provide for individual differences within your classroom? What was the socio-economic level of your students?
  8. What worked best for you in classroom control?
  9. How can you get students excited about your subject area?
  10. What innovative ideas would you like to initiate in your classroom?
  11. What strategies and/or materials would you use to aid students in developing creativity?
  12. Describe three ways to motivate students
  13. What kind of relationship do you want with your students?
  14. In planning your lessons or units of study, how do you organize and prepare your material?
  15. What do you anticipate as being the most satisfying aspect of teaching?
  16. What hobbies or interests do you have that might help you as a teacher in the classroom?
  17. With what extracurricular actitivies would you be willing assist?
  18. What are your professional plans?
  19. What have you read in the last six months or year?
  20. If you could spend a day doing anything you wanted, what would you do?
  21. Tell about yourself in five minutes
  22. What experience influenced your decision to teach?
  23. What subject do you want to teach and how would you teach it?
  24. Who was your best teacher and why?
  25. Describe a difficult decision and how you solved it
  26. How will your students describe you?
  27. Describe an experience with kids or peers by discussing:
Questions You May Want To Ask In An Interview
  1. Are extracurricular assignments available for teachers interested and qualified in after-school activities?
  2. How many students participate in extra-curricular activities?
  3. Does your district offer faculty in-service training days during the school year?
  4. What reading series do you use in upper grades?
  5. In the past few years what has been the average faculty turnover rate?
  6. Is there a budget established for supplies which need to be purchased during the school year?
  7. Do you have an active teacher-parent organization?
  8. What percentage of your graduates continue their education?
  9. What is the retention rate for secondary students?
  10. Are there opportunities for team teaching or team planning?
  11. What types of support personnel are employed by the school?(e.g. consultants, counselors)
  12. Who is responsible for the instruction in the sue of resource materials in your library of learning center?
  13. How often will I be evaluated?

Directories

These contain brief descriptive information about independent schools, including address, phone number, and the current head of school. Schools can be looked up by location (some include international schools as well) by grade level, and by special programs.
  1. Boarding Schools Directory

    2. NAIS, 75 Federal Street, Boston, MA 02110 (617) 451-2444
     
  2. The Handbook of Private Schools

    3. Porter Sargent Publishers, Inc. 11 Beacon Street, Boston, MA 02108 (617) 523-1670
     
  3. Independent Secondary Schools

    4. Peterson's Guides, P.O. Box 2123, Princeton, NJ 08543-2123
     
  4. Private Independent Schools

    5. Bunting and Lyon, Inc. 238 North Main St. Wallingford, CT 06492 (203-269-3333
     
  5. Schools Abroad of Interest To Americans

    6. Porter Sargent Publishers, Inc. 11 Beacon St. Boston, MA 02108 (617) 523-1670

Publications

Along with local newspapers and the New York Times, the first two listings are used by some independent schools to advertise vacancies. The third listing identifies schools with intern and fellow programs for new teachers, and the last entry carries advertisements and information about teaching opportunities abroad.
 
  1. Education Week

    2. 1 Connecticut Ave
    Washington, DC 20008 (202- 364-4114
     
  2. Independent School

    3. NAIS, Publications Dept.
    75 Federal Street
    Boston, MA 02110 (617) 451-2444
     
  3. Intern and Teaching Fellow Programs in Independent Schools
  4. NAIS, Academic Services, Dept.

    5. 75 Federal Street
    Boston, MA 02110
    (617) 451-2444
     
  5. The International Educator

    6. P.O. Box 103
    West Bridgewater, MA 02379
    (508) 580-1880


 

A Day In The Life Of A First Year Teacher

 
 

* If you are at a boarding school you would be heading to dinner with perhaps a study hall to supervise from 7:30-9:00 pm an dormitory duties from 9-11:30 pm. You would still need to finish grading quizzes and prepare for the next day's classes.
 

There is no typical day in teaching, but as you can see from the above schedule, an independent school will ask that you be energetic and flexible. Generally, you will be teaching four or five classes, which will require you to prepare two or three lesson plans. The school will expect you to teach, coach, and supervise with enthusiasm, despite your hectic schedule.

 

Is Teaching For You?

The following evaluation is designed to provide you an assessment of your potential as a candidate for a teaching position in an independent school. Check all that apply:
 

___ Major: ____________________

___ Minor: ____________________

  • Refer To list of areas. This generally means 4-6 courses in a field. You should be versatile in what you can offer, but two courses may not qualify you to teach a particular subject.
  • English, American History, European History, Mathematics, Physics, Chemistry, Biology, Geology, Computer Science, Other


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