The recruitment process for teachers in Queensland begins with provisional registration in QCT. This is a reflection of the achievement of graduate level of the Australian Professional Standards for Teachers (Smith 2013). The people who can be granted provisional registration are teachers who have recently graduated with education courses, those applying for registration after they have taken a break from their careers and applicants who have inter-state or qualifications from abroad. For the provisional registration to become a full registration, the teacher has to complete a minimum of 2oo days teaching experience and also meet the Australian Professional Standards for Teachers in their proficient career stage (Knights & Willmot 2016) . The 200 days which is required can be completed through different teaching experiences and therefore does not have to be in one school. It can also include individual days of teaching experience.
Teaching experience begins from the date when the provisional registration is granted. Teaching experience must be gained from teaching in a classroom of any school that is recognized in Australia or New Zealand. It may also be delivery of an education program which is based on a certain syllabus or even kindergarten guideline approved by the Queensland Curriculum Authority. Teachers can be employed in different positions in the Queensland educational system or other institutions. Many teachers work for the government or non-governmental schools which can be independent or catholic. Applications to be employed in state schools is done through the Department of Education and Training. Catholic Schools mostly advertise vacant teaching positions in newspapers or through courier (Walker et al 2013). The Queensland Catholic Education Commission also has information on catholic schools and employment. Independent schools are also an option for employment and they advertise through newspapers or courier as well. There is also information from Independent Schools Queensland.
One has to hold relevant qualifications before applying for a teacher role. Registration is also mandatory with the Queensland College of Teachers or any other relevant state college. One can start applying before they obtain registration but must have registration before they begin working. An Australian Visa with work rights is also a must if one is not a citizen. Applications are made through the Department of Education where there are forms to be filled (Bennett & Checkel 2014). The hiring bodies may also request for further evidence hence will hold interviews, ask for academic transcripts, testimonials, latest Cvs, referees and evidence of work planning or lesson planning samples.
The process for recruitment is fair as it ensures that institutions get qualified teachers who have the relevant training and experience. This also ensures that the quality of students produced by schools is high. The process ensures that teachers go through rigorous training and are able to handle students who will be under their care in a professional manner(Stuart 2017) .It also ensures that teachers will be able to manage their lessons well and will handle any disputes or issues professionally.
I recall the interview process before selection being a written assessment nd face to face interview. The written assessment was a psychometric test which was aimed as giving the employer a feel of personality. This is important as the schools want teachers who can interact well with children and fellow teachers. Once the personality test was done, I was called in for a face to face interview at the school. This interview requires ample preparation. My interview took about an hour and I was mostly asked questions that would assess my knowledge of whether I could manage lessons and whether I could manage a classroom. The questions also reflected how I would deal with students in case of any disciplinary issues. It is therefore important that one thoroughly prepares themselves before attending such an interview. Mostly schools do face to face interviews as they would like to meet their potential teachers before hand to see if they will be a fit for their students.
The course interview experience was an eye opener for me and it taught me how to handle different problems that I may face in the classroom. Some of the questions broadened my mind on the different challenges I would face and how I would be able to handle the same. One of the things I learned is that I should be consistently controlled and calm especially when dealing with student issues (Crawley et al 2014). Before implementing any disciplinary measures, it is very important to find out the underlying cause of the issue and come to an agreement on how to correct the issue and get into appropriate behavior.
It also gave me an insight to the discipline topic and my approach to the same. I realized that I will be faced with a number of student issues that will require my wise approach. It led me to do some research on various schools and districts approach to disciplining their students. I also realized the aim of discipline is to ensure learning takes place smoothly and to influence better relationships and respect among students (Tyner 2014). The students eventually become more self-directed and accountable for any behavior that they portray. Forceful discipline is not the best as it leads to a poor response from the students. The aim will therefore be to provide clear rules that will be communicated to the students so that they know exactly what is expected from them (Kumashiro 2015). The same should be agreed upon and discussed with the students so that accountability is encouraged.
I also learnt that it is key to have a classroom management style. There are different management styles which are applied depending on the situation. It is important to include factors like monitoring, modeling, reinforcement and environmental control. It is also important to have a teaching style that will be favorable to students. An example of a style that can be adopted is facilitator style which lays an emphasis on student centered learning hence favoring those who are comfortable with independent learning. Adoption of a style that suits the needs of students is very important as it leads to a positive teaching and classroom environment. It is important to come up with ways of fostering motivation in students.
Another great lesson was the importance of improving lessons as the teaching goes on throughout a school term. Changing the complexity of content, asking for advice from peers and using different available resources are some of the means that can be used to make lessons better for the sake of the students. It is also very important to recognize that failures can happen but the way that we deal with the same is the important factor (Ishihara & Cohen 2013). Dealing with issues in a mature manner leads to effectiveness in learning, as there is prompt and smooth resolution of any issues. Overall, the interview was great as it made me learn a lot and consider many factors that would influence my career in teaching (Bryson 2016). At the end of the day what I need is a fulfilling career where I impact my students positively hence I will apply all that I have learnt in enhancing my teaching experience.
As per my analysis, my MBTI type is ESFJ. This means extraversion, sensing, feeling and judging. Generally, these kinds of people are warmhearted and cooperative. They also want peace in their environment and work to ensure that this is established. They are very loyal and follow up on even the smallest of matters (Kroeger & Thuesen 2013). They also like being appreciated for what they contribute.
ESFJ people have strong practical skills and therefore manage daily tasks well. They also ensure those close to them are cared for. This reflects my personality since my aim is to build a rehabilitation centre where I will ensure that together with my family, we give back to the society and ensure that the community we live around is cared for. My personality type also means that t have a strong sense of duty (Conte et al, 2017). This is because I am responsible and strive to meet different obligations. This is one of my driving factors for wanting to travel around the world and offer education as I travel. My aim is to ensure that responsibility is taken to ensure that people get an education as they have a right to it.
ESFJ also means that I am a sensitive and warm person who cares about the feelings of other people and im also careful not to offend or hurt anyone. This has led me to work severally as a volunteer to help others. It also drove me to raise funds for those who had been affected greatly by cyclone Marcia in Queensland in 2015. I feel that it is my responsibility as a citizen to ensure that I help the less fortunate so long as I have the capability to do so.
My personality type also makes me a loyal person. I value stability and always ensure that I am a trustworthy employee wherever I work. I also like leading by example and influencing others positively so that they follow in my footsteps. This has enabled me set goals of travelling the world and ensuring that I establish a rehabilitation centre so that I assist the members of my society. As I travel the world, I intend to influence students in a positive manner and encourage them to pursue their dreams (Cohen, Ornoy & Keren 2013). I aim to do whatever I can to help the students that I teach realize their potential and assist them to achieve great heights in terms of education and their careers.
Despite the advantages of my personality type, there are also challenges that come with it. One of the challenges is that I always worry greatly about my social status and this sometimes affects the kind of decisions that I make (Carroll & Hutch 2015). This may sometimes limit the kind of creativity that I have. I am also very conflict-averse and therefore become very hurt if a person who is very close to me criticizes my actions or beliefs. This affects the way I take feedback and it can make it quite difficult for people to give me positive criticism. Despite this, I am making a great attempt to work through my negative side. This will greatly assist me in my career as a teacher because it is the kind of profession where one constantly receives feedback from students, peers and leaders (Hancock, 2016). Feedback is very important as it enables one to grow in their career.
Enrolling for postgraduate studies and international experience is important in teaching, as it will give me more experience and international exposure. The subject which I have studied for, biology keeps evolving and it is important to keep learning so that one keeps up with the latest biology trends and news that is very important for the teaching experience. Doing postgraduate studies leads to more exposure which will be important for my teaching experience (Nachata, Schapper & Jack 2014). Getting to work in an international setting will be good as it will also give me experience to different teaching styles and different curriculums and at the end of the day I will borrow the positives from all these experiences and apply them in my work.
Post-graduate studies also lead to one earning more. This can be great for my career and it will help me set up the rehabilitation centre which I intend to, as I will be able to save for the same. It will also give me motivation to work harder in my teaching career hence I will aim to achieve more. Having a postgraduate is also important, as it will help me to have a wide variety of jobs, which I can apply for (Macmillan, Tyler & Vignoles 2015). Due to the competitiveness in the teaching career, the postgraduate will give me an added advantage when it comes to interviews and experience. International experience will also give me the much needed experience I need hence giving me an advantage whenever I apply for any jobs. This will also be advantageous, as it will enable me to work in different multi cultural settings hence I will be sensitive to the needs of different students coming from different backgrounds and cultures.
Another advantage is that I will be able to explore new career paths in the future due to a postgraduate degree and international experience. I will be able to teach higher levels than secondary school and this will strengthen my knowledge in various fields. Due to this, I will be exposed to other areas of learning which will also enable me in future to take up careers in different fields like leadership or even project management (Thesen & Copper 2013). This will be advantageous in setting up of the rehabilitation center, as I will have gained the adequate skills needed to run the place.
Gaining the postgraduate and having international exposure will also help me to build my professional network. I will meet like-minded people who are also in my profession and also different biology researchers from around the globe (Schartner 2015). This will be of great benefit to my career as I will be able to make important contacts that will be of benefit to my career or other projects that I may start in the future. Through these professionals, I will also be able to borrow from best practice. This is because I will be exposed to many different people and views hence giving me a wider perspective of biology (Patterson et al 2013). This knowledge will be transferred to my students hence making them more knowledgeable and this will assist them when they are advancing their careers.
Good ethics is fundamental especially for the teaching profession. It is important to the success of institutions that ethical practices are carried out especially by teachers towards students. Ethics is referred to as a system of morals which govern appropriate conduct of people or groups. Maintaining good ethics means being consistent with principles of right moral behaviors.
Education is a representation of a person’s success in life whether in their professional or personal life. In order for student to become successful in the future, they must have teachers who are ethical throughout their life. Effective teachers must know what is ethically right or wrong. Anyone who wants to be an educator therefore must have a background of moral decision making. The goal of any teacher should be to make students as comfortable as possible. Favoritism must therefore be avoided at all costs. Grades must be given based on student effort and commitment.
Ethics is very important as it leads to building of trust and doing business in a positive environment. It leads to upright institutions where people work hard to earn what they want. It also governs society as to what is right or wrong. This sets a framework for disciplinary measures or punishments, which can be effected if one does things that are not morally right.
References
Bennett, A. and Checkel, J.T. eds., 2014. Process tracing. Cambridge University Press.
Bryson, C., 2016. Engagement through partnership: Students as partners in learning and teaching in higher education.
Carroll, K. and Hatch, C.D., 2015. A Question of Culture: The Impact of College Major and Personality on Pursuits of Different Types of Company Culture. Journal of Organizational Culture, Communications and Conflict, 19(3), p.55.
Cohen, Y., Ornoy, H. and Keren, B., 2013. MBTI personality types of project managers and their success: A field survey. Project Management Journal, 44(3), pp.78-87.
Conte, J.M., Heffner, T.S., Roesch, S.C. and Aasen, B., 2017. A person-centric investigation of personality types, job performance, and attrition. Personality and Individual Differences, 104, pp.554-559.
Crawley, E.F., Malmqvist, J., Östlund, S., Brodeur, D.R. and Edström, K., 2014. Teaching and Learning. In Rethinking Engineering Education (pp. 143-163). Springer International Publishing.
Hancock, D., 2016. To test or not to test: Assessing personality traits. Practice Management, 26(5), pp.23-25.
Ishihara, N. and Cohen, A.D., 2014. Teaching and learning pragmatics: Where language and culture meet. Routledge.
Knights, David, and Hugh Willmott, eds. Labour process theory. Springer, 2016.
Kroeger, O. and Thuesen, J.M., 2013. Type talk: The 16 personality types that determine how we live, love, and work. Dell.
Kumashiro, K.K., 2015. Against common sense: Teaching and learning toward social justice. Routledge.
Macmillan, L., Tyler, C. and Vignoles, A., 2015. Who gets the top jobs? The role of family background and networks in recent graduates’ access to high-status professions. Journal of Social Policy, 44(3), pp.487-515.
Nachatar Singh, J.K., Schapper, J. and Jack, G., 2014. The importance of place for international students’ choice of university: a case study at a Malaysian university. Journal of Studies in International Education, 18(5), pp.463-474.
Patterson, F., Lievens, F., Kerrin, M., Munro, N. and Irish, B., 2013. The predictive validity of selection for entry into postgraduate training in general practice: evidence from three longitudinal studies. Br J Gen Pract, 63(616), pp.e734-e741.
Schartner, A., 2015. ‘You cannot talk with all of the strangers in a pub’: a longitudinal case study of international postgraduate students’ social ties at a British university. Higher Education, 69(2), pp.225-241.
Smith, R., 2013. Human Resources Administration: A school based perspective. Routledge.
Stuart, E.A., Bell, S.H., Ebnesajjad, C., Olsen, R.B. and Orr, L.L., 2017. Characteristics of school districts that participate in rigorous national educational evaluations. Journal of Research on Educational Effectiveness, 10(1), pp.168-206.
Thesen, L. and Cooper, L. eds., 2013. Risk in academic writing: Postgraduate students, their teachers and the making of knowledge (Vol. 34). Multilingual Matters.
Tyner, K., 2014. Literacy in a digital world: Teaching and learning in the age of information. Routledge.
Walker, H.J., Bauer, T.N., Cole, M.S., Bernerth, J.B., Feild, H.S. and Short, J.C., 2013. Is this how I will be treated? Reducing uncertainty through recruitment interactions. Academy of Management Journal, 56(5), pp.1325-1347.
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