Landing Your First Teaching Job: Lessons from a Principal's Playbook
During the Teacher Education Conference I attended the How to Get a Job in Education session led by York Region principal Sherry Epstein. Ninety minutes later I walked out with a clear action plan and a lot less anxiety about the hiring maze that awaits as a new teacher.
Résumé Real‑Talk
Epstein's first topic of discussion was about ensuring to craft a minimalist résumé with crisp font, no graphics, and the essentials (OCT number, teachables, contact info) parked right at the top. Why the austerity? Because principals skim. "If I have to hunt for your qualifications," she warned, "I've already moved on to the next candidate." Her advice: keep it to two pages, make your reference list visible (yes, on the résumé itself), and proofread until your eyes blur.
Cover Letters that Connect
A boiler‑plate cover letter is career kryptonite. Epstein urged us to sprinkle in evidence that we've researched the school, quote a line from its improvement plan, nod to its robotics club, reference its newcomer‑support program. The goal is to show alignment before the interview even begins. She also reminded us that in a world of "athleisure everywhere," teaching is still a professional career so show up in polished attire; your outfit is part of the cover letter you wear.
The 5‑Minute Interview Story
The heart of the workshop for me was Epstein's three‑part answer framework, which she likened to a "mini‑essay":
Philosophy – your belief statement on the prompt (e.g., "Literacy is a social justice issue.")
Concrete Example – a vivid classroom anecdote that proves you live that belief.
Return to Philosophy – a closing sentence that ties the story back to student impact and the school's values.
Time it out, she said; five minutes per question is the sweet spot. Long enough to be substantive, short enough to keep a panel engaged.
Why It Matters
For teacher candidates, interviews can feel like oral exams with higher stakes. Epstein reframed them as conversations about practice: principals want reflective educators, not performers reciting buzzwords. That perspective shift alone calmed the collective pulse in the room.
My Next Steps
Armed with Epstein's blueprint, I'm spending the weekend:
Trimming fat from my résumé header and bumping my teachables to line one.
Drafting cover‑letter paragraphs that weave each target school's mission statement into my own narrative.
Rehearsing five‑minute stories on literacy, equity, and classroom management—each one anchored in real student data and ending with the "so what" for kids.
Confirming that my mentor principal is ready to vouch for me when HR calls.
Walking out of the workshop I felt the shift from abstract job‑hunt jitters to concrete, doable tasks. More importantly, Epstein's message reminded me that hiring panels are searching for the same qualities our students need: authenticity, clarity, and a commitment to growth. If I can convey those in print and in person, the right classroom door will open.
EDU491-JENIVIVT@NUO
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