This book describes careers that range from working with very young children to positions in traditional Kñ12 schools to educating adults in organizational settings. It discusses careers suitable for those who enjoy working with people as well as careers for individuals who are more comfortable with information or ideas. A particularly useful feature is information about alternative paths to working in education for those with degrees in related service professions. Careers outside of traditional settings include work in adult education, independent education, business or government settings, community-based educational services, and part-time opportunities, to name a few. Special attention is paid to positions in STEM and educational technology, one of educationís fastest-growing careers, and careers of leadership including management, innovation, and accountability. The authors also provide a guide to self-assessment that helps readers to learn about those careers that best match their interests and temperament. Interviews with education professionals in a variety of arenas, such as middle school foreign language teacher, special education teacher, Head Start coordinator, and college athletic director, offer an in-depth look at different career opportunities.
Covers 101 careers including necessary skills, training, certification/licensure, compensation, and employment outlook
Includes career options for new teachers, those changing careers within education, and those seeking education as a second career
Includes many career options outside of traditional school settings
Presents interviews with 23 individuals in different educational positions
Provides self-assessment questions, information pertaining to professional development, and guidance on the job-search process
John S. Carlson, PhD, NCSP, is a professor, doctoral program director, and director of clinical training of the School Psychology Program within the College of Education at Michigan State University (MSU). He is a licensed psychologist (Michigan) and holds a BS degree in child psychology from the University of Minnesota and MA and PhD degrees in school psychology from the University of Wisconsin–Madison. He completed his predoctoral internship in the Department of Psychiatry, Primary Children’s Medical Center, Salt Lake City, Utah. In addition to his faculty work at MSU, Dr. Carlson provides mental health consultation to children, families, and schools within his private practice, Child and Adolescent Psychological Services, PLC, in East Lansing, Michigan. Dr. Carlson recently finished his term as associate editor of Journal of School Psychology, a leading peer-reviewed journal within the field of educational psychology. Dr. Carlson has authored or coauthored over 50 articles within peer-reviewed journals and chapters within books. He recently coauthored a book titled Counseling Students in Levels 2 and 3: A PBIS/RTI Guide. During his tenure at MSU, he has been instrumental in proposing, securing, directing, and codirecting training and research grant projects now totaling over $4 million. Dr. Carlson’s numerous positions in education over the past 25 years have clearly identified a strong need for educators and professionals who are well trained and competent to address mental health issues in school settings.
Richard L. Carlson, MA, is currently an educational consultant. During the past 13 years, he and his prior firm supported over 75 districts and cooperative service educational agencies (CSEAs) across the state of Wisconsin, helping to recruit educational leaders (e.g., school superintendents) who met the identified profile requirements of the respective entities. He holds a BS degree in business administration, a BS in secondary education from the University of Wisconsin–Eau Claire, and an MA in counseling (with certification in educational administration) from the University of Wisconsin–Oshkosh. Mr. Carlson has worked within the field of education in a variety of positions, including his working up the career ladder within schools as a high school social studies teacher, assistant high school principal, high school principal, assistant superintendent, and superintendent of the Neenah Joint School District in Neenah, Wisconsin. Following his retirement from Neenah, he served as interim superintendent within four other districts in Wisconsin and brings a wealth of knowledge to this book with respect to the diversity of careers that exist within the field of education. Mr. Carlson authored several articles, participated on numerous panels, served on many community boards, and provided leadership across the state of Wisconsin. He has served as divisional leader for the United Way and was elected as a rotary centennial district governor. In 1984 he was selected for the Principal of the Year Award by the Department of Public Instruction, and in 1988 he received the Outstanding Alumnus Award from the University of Wisconsin–Eau Claire. Mr. Carlson’s positions in education over the last 50 years have clearly identified a substantial need for future leaders and administrators who have the talents, patience, and data-based decision making to bring effective solutions to tough problems facing schools.
“This is a seminal analysis of an inspiring case of collaborative teacher professional development, within the extraordinarily challenging context of the inner city school. An extremely important book for our times.”
—Kathleen Metz, Graduate School of Education, University of California Berkeley
This is the inspiring story of a group of teachers who used new technologies to document, analyze, and share an inquiry learning process together. The Supporting Knowledge Integration for Inquiry Practice (SKIIP) is an exciting new professional development model that brings together the strengths and benefits of several existing approaches: participant-directed inquiry, school/university partnerships, and the shared pedagogical improvement model of lesson study. Based on the work of public school science teachers over the course of three years, the SKIIP approach was developed to assist teachers in the daunting task of “learning in public.” How can an inquiry into teaching practice help teachers to support inquiry learning with their students? Essential reading for professional developers, teacher leaders, and school administrators, this book:
Stephanie Sisk-Hiltonis an assistant professor of elementary education at San Francisco State University. She has worked extensively as a teacher professional developer dealing with school-wide curriculum reform and with science curriculum and pedagogy.
Confessions of a Teacher Recruiter: How to Create an Extraordinary Resume and Hook Your Dream Job details exactly what today’s teacher needs to construct an exceptional resume and manage a job search that attracts the attention of recruiters and principals.
Confessions of a teacher Recruiter was written by Tracy Brisson, Founder of The Opportunities Project. Tracy is an experienced teacher recruiter and career expert.
Confessions of a Teacher Recruiter features step-by-step advice, detailed templates, interviews with teachers, funny stories from ten years of recruiting teachers, and confessions on what hiring professionals really think about when reviewing resumes and making decisions about who to bring onto their team.
Confessions of a Teacher Recruiter has eight chapters of insight specifically targeted toward teachers to so they can:Avoid the mediocre resume trapConquer the mysterious application submission and hiring processDemonstrate your excellence in every section of your resumeFormat your resume so it’s not thrown away when it’s openedPass the cover letter testMaster your online presence and have offers come to youMaintain a great attitude throughout a stressful job search
Praise for Confessions of a Teacher Recruiter
"Thanks so much for the helpful and engaging read! I was able to really improve my resume in ways I never would’ve thought to. I especially appreciated your honesty!"
- Anna D., NYC Teacher and Teachers College (Columbia University) Student
What an amazing book! I can’t believe how much I missed! I’ve made several changes recommended by the book, and I’m hoping to see results soon!"
- Mike R., Pennsylvania Social Studies Teacher
“This is an awesome book if you are job hunting.”
-Tasha G., Seattle Teacher
"Best advice so far: Set certain times to job search and tips on how not become obsessive! Great text!"
- Jessie S., Michigan Second Grade Teacher via Twitter
"I just read the book and LOVED it! I immediately recommended it to a colleague who I know is also on the hunt for a new position. The tips were so incredibly helpful, and I was thrilled with the format of the book. Personally, I had a few small things on my old resume that I honestly just didn’t realize were frowned upon until reading the advice you gave, so hopefully my fabulous new resume and cover letter will help me get my foot in the door somewhere new!"
- Ashley H., San Diego Science Teacher via LinkedIn
Every entry is standardized for quick look-up in the office or clinic, and features description, etiology, risk factors, clinical features, natural history, diagnosis, red flags, treatment, prognosis, helpful hints and suggested readings.
Edited by Ralph Buschbacher, MD, the Rehabilitation Medicine Quick Reference series is designed for the busy practitioner. The texts provide quick answers when diagnosing and treating common or more complex rehabilitation issues. All volumes in the series present the listed conditions in a read at-a-glance format with consistent headings for easy access to key information. Every entry is standardized for quick look-up in the office or clinic, and features description, etiology, risk factors, clinical features, natural history, diagnosis, red flags, treatment, prognosis, helpful hints, and suggested readings.All Rehabilitation Medicine Quick Referencetitles offer:Consistent Approach and Organization: at-a-glance outline format allows readers to find the facts quicklyConcise Coverage: of must-know information broken down into easy-to-locate topicsFast Answers to Clinical Questions: diagnostic and management criteria for problems commonly encountered in daily practiceHands-on Practical Guidance: for all types of interventions and therapiesMulti-Specialty Perspective: ensures that issues of relevance to all rehabilitation team members are addressed