So in the past few weeks I talked to a few of my Uni buddies about how they should prep for the interviews they were going for. I thought it best to write it down. Like any job, you need to prepare for this interview. Remember an interview is not just them assessing you, but also you assessing them. Here are some things you should have prepared before you go.
1- Your Philosophy
If you have done your Masters you will write it as part of an assignment. But if you haven’t, it is best to sit down and reflect on why you studied Early Childhood, why you want to work with children, what do you value about children? what is your Image of the child? Do you have an understanding of the EYLF and 5 outcomes for children? How about the NQS and the 7 standards that identify quality centres? you don’t have to know them back to front (unless you are an ECT – then yes you do) but just an awareness of what Early childhood entails. You don’t have to take this philosophy with you on a piece of paper. But once you write it down it will be in your head and guide your conversations. Sometimes, even if you don’t have prior experience, they just know you’re the one. They did for me.
Also remember, a philosophy is not set in stone. It will change and develop as you grow as a teacher. Keep it as a living document.
2- A Resume
I was a mature aged student so I already had one. But if you’re young and this the first time you’re working in the field, write about your qualifications, hobbies, interests. Employers want to know not just your work experience, but also who you are as a person. At least two professional references.
3- A Portfolio
This is a good to have, not a must have. I sometimes like to keep pictures of my set ups (no children! no faces! no names!), just the setups, if I were to go for an interview it would help give them a visual of what I like to do, a collection of these would do the trick. Not that I have ever used it that way, I’m just organised that way.
4- Other documentations
Working with children’s check, first aid/ CPR/ anaphylaxis/ Child protection course (if you’re okay with being the responsible person). Child protection course you do as part of the Diploma unit, but for me, I had to do it separately as it was not part of my Masters units.
Be calm, be yourself, I always try and speak from experience. If you are passionate about what you do, it will be more than visible. Be prepared to answer some scenarios – and yes everyone changes nappies at some point or another. I work with preschool aged children and I have to too. You can tell them which age group you are more comfortable working with, but in all honesty, you do get to be with all of them at some point, for example if a staff member is off on annual leave, you may have to move to that room, it’s good for the children to see a familiar face rather than a strange casual one.
Now let’s reverse the roles.
Rant Alert.
We are not paid enough. Some of the girls at Uni settled for jobs that paid the bare minimum, most of them left Early Childhood entirely. It’s a sad state of affairs. I assure you we are not child minding, and even child minders sometimes get paid more!
You know you best, you know your worth. When you start looking for work tell them “Ask not what I can do for you but what you can do for me” – No, don’t do that. That was a joke! you WILL be shown the door! Just be aware of the market and make sure you are really okay with what you are offered. Negotiate. It is a tough job, you need to know you’re getting what you deserve.
At the end of the day, you have to pull your weight. The job is tough and calls for a lot of responsibility, documentation, cleaning, checklists, covering breaks here or there, supporting other educators, you HAVE to be able to demonstrate you are okay to do that. Once you sign that contract you are part of a team, and you need to work that way. However, the effort you put (although is worth it for the smiles and joy you bring to the children) should be recognised, should be acknowledged, should be compensated.
Here are a few things you should consider asking in an interview, once you are done with their side, of course.
- Do I get programming time? if so, how long? is it fixed or flexible? if I am not able to do it one week will I be able to roll over to the next week?
Non-contact programming time is important. It is your right, and you should ask for it. According to Semann and Slattery (in one of their PD sessions) they believe that putting up see-saw post, story park, daily diary etc, should be done while in the room during rest time or while the children are engaged in something else (considering there is another educator in the room) and should not be part of programming time. Use programming time wisely to plan for the next week, doing admin stuff (cutting, laminating etc), and working on bigger documentations like learning stories, analysis, goals, webinars. Set a day with your team members to get together once a week to reflect on your practice and on individual children.
- Do you provide professional development for your team?
Need I say it again? Free PD? take as much as you can. If it is an expensive PD and has to be done out of campus, think about and write down why you need it, how it will help you, and how you may be able to support your room or role because of this PD. Don’t just be an ungrateful twit and have the centre waste their budget. After the session SHARE the notes you took with your team. Remember good leaders make other good leaders.
- Do you offer First aid/CPR/ Anaphylaxis refresher when mine is expired?
Do I have to pay for it? if yes, will I be compensated? (you can I believe get a refund when you do your taxes if you have paid out of pocket – please don’t be silly and claim it at both places, you can only claim it once).
- Ask about expectations they have of you in the role you are interviewing for.
Job descriptions are just that, a description. They do not hold the details of the little things you may have to do as part of your role. Covering someones break may not be part of the job description, but sometimes you have to do it. Stepping into another room to support an educator with a crying child may not be part of your JD, but you have a relationship with that child and know you can calm them, do it. Asking an educator to go take 5 and have a coffee because they look like they are going to fall apart – you know the answer to that is always yes. Remember, what goes around comes around, and you will definitely have your share of days when you want to pull your hair.
- Ask about the staff retention and longevity of current staff.
“Have the staff here been working long with the centre?” ask it nicely. It will give you an idea of how happy the staff is there. Remember everyone has a different driving force. Some people stay for the relationship, some people leave for more money. Both are okay to do. You have to do what works best for you, your family, your situation. It is however good to be consistent on your resume – too many job changes reflects inconsistency and may identify you as a runner, so if you ever do decide to leave – make sure the reason is well worth it.
- Assessment and Rating
If they have had AnR (not that I’m experienced with that yet) ask about the area(s) they are not meeting (if that is the case). If they have not had it, ask them when they will have it so you know it will get chaotic, are you ready to ride that wave?
That is all I can think of right now. Will add more when it comes to me.
~ Ru
The Roo that could 