| When a school searches for a new ESL TEFL | | | | characteristics or qualifications of a particular ESL |
| TESOL teacher for an open teaching position, | | | | TEFL TESOL job position. Remember that looking |
| they already have an image of the teacher they | | | | for a teaching job, like many other employment |
| want. Every school has certain qualities they feel | | | | searches, is about selling yourself and the best |
| a teacher must have to be successful. Those | | | | way to do this is by identifying what the |
| qualities can be many things depending on the | | | | employer (i.e the school) wants. |
| needs and location of the school. While the | | | | The following is an abbreviated list of |
| qualities that each ESL TEFL TESOL school | | | | characteristics posted by a teacher in response to |
| considers important may vary, there are usually | | | | a UNICEF request to "What makes a Good |
| shared qualities that all schools would consider | | | | Teacher?": |
| important to the job. | | | | Positive - Thinks positively and enthusiastically |
| The experience or background of a teacher is the | | | | about people and what they are capable of |
| most important quality a school looks for so your | | | | becoming. Sees the good in any situation and can |
| resume should highlight the qualities they are | | | | move forward to make the most of difficult |
| looking for. If they are looking for an ESL TEFL | | | | situations when confronted with obstacles. |
| TESOL teacher for kindergarten students, it may | | | | Encourages others to also be positive. |
| be best to highlight lessons that contain activities | | | | Dependable - Honest and authentic in working with |
| that you have initiated and prepared at your | | | | others. Consistently lives up to commitments to |
| previous schools. In addition, if you are looking at | | | | students and others. Works with them in an open, |
| a position for a content subject such as science | | | | honest, and forthright manner. |
| or math, highlight your knowledge and education | | | | Organized - Makes efficient use of time and |
| (i.e. degree) in that area. This is especially | | | | moves in a planned and systematic direction. |
| important if you are a new teacher with little or | | | | Knows where he or she is heading and is able to |
| no experience. Regardless, you should also have all | | | | help students in their own organization and |
| academic qualifications available for the school to | | | | planning. Can think in terms of how organization |
| preview before you go for an interview. Most | | | | can be beneficial to those served. |
| schools want to review the qualifications prior to | | | | Committed - Demonstrates commitment to |
| hiring or considering applicants for a teaching | | | | students and the profession and is self-confident, |
| position and will sometimes pass on teachers who | | | | poised and personally in control of situations. Has a |
| don't submit these items for review when | | | | healthy self-image. Encourages students to look at |
| applying. This is especially true for TESL TEFL | | | | themselves in a positive manner, careful to honor |
| TESOL training because this is a requirement for | | | | the self-respect of the students, while |
| visa and work permits in most countries. Each | | | | encouraging them to develop a positive |
| school is unique so the best thing would be to | | | | self-concept. |
| have a cover letter that speaks to that school | | | | Motivational - Enthusiastic with standards and |
| and the teaching job they are looking to fill. Don't | | | | expectations for students and self. Understands |
| just have a blanket letter and ESL TEFL TESOL | | | | the intrinsic motivations of individuals, and knows |
| resume that you mass mail to any potential | | | | what it is that motivates students. Takes action in |
| school looking for a teacher in the hopes of | | | | constructive ways. |
| gaining employment. It may be beneficial to have | | | | Compassionate - Caring, empathetic and able to |
| a list of professional highlights that you can copy | | | | respond to people at a feeling level. Open with |
| and paste into a cover letter based on the | | | | personal thoughts and feelings, encouraging others |
| requirements of the position. | | | | to do likewise. Knows and understands the |
| Another important consideration for schools is the | | | | feelings of students. |
| personal qualities of a teacher. Most schools are | | | | Flexible - Willing to alter plans and directions in a |
| looking for a long term commitment from a | | | | manner which assists people in moving toward |
| teacher so they want to make sure that teacher | | | | their goals. Seeks to reason out situations with |
| will fit within their school. The obvious qualities that | | | | students and staff in a manner that allows all |
| come to mind are personable, positive and flexible | | | | people to move forward in a positive direction. |
| patient because these qualities will carry over into | | | | Knowledgeable - Is in a constant quest for |
| the classroom and interaction with your future | | | | knowledge. Keeps up in his or her specialty areas, |
| students. In addition, the school will look at a | | | | and has the insight to integrate new knowledge. |
| teacher's qualities with regards to their | | | | Takes knowledge and translates it to students in |
| professionalism because there is much that is | | | | a way which is comprehensible to them, yet |
| required outside of the classroom such as | | | | retains its originality. |
| preparing lessons, creating worksheets and tests | | | | Creative - Versatile, innovative, and open to new |
| and the always popular grading of assignments. In | | | | ideas. Strives to incorporate techniques and |
| other words, they will want a teacher that is | | | | activities that enable students to have unique and |
| organized and committed. If they feel that the | | | | meaningful new growth experiences. |
| teacher can't be depended on, they may not | | | | Patient - Is deliberate in coming to conclusions. |
| consider them a viable candidate. One of the | | | | Strives to look at all aspects of the situation and |
| things that may highlight a teacher's lack of | | | | remains highly fair and objective under most |
| commitment is a resume that shows numerous | | | | difficult circumstances. Believes that problems can |
| teaching positions over a short period of time. | | | | be resolved if enough input and attention is given |
| Remember that you will not be judged strictly by | | | | by people who are affected. |
| your qualifications but on the sum of who you are | | | | You can also practice answers to typical teacher |
| as an individual. | | | | interview questions like the ones on the following |
| The factors that go into a school's decision to | | | | sites: |
| accept a teacher are varied and many so it is | | | | Virginia Polytechnic Institute: career.vt.edu |
| impossible to cover them all. Regardless, cover | | | | JOBSEARC/interview/TEACHER.htm |
| the basics looked for in any teacher for any | | | | Resumes for Teachers: resumes-for-teachers.com |
| teaching job and then identify the unique | | | | interview-questions. |