Module 10: Getting a TESOL job

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You‟ve learned everything you need to know, and now it is time to think about taking the next step and
getting a job in the TESOL field. Regardless of the training you have, getting a job in any field can be
difficult, so we will discuss how you can differentiate yourself from others when you are seeking
employment. In this module, we will discuss what you need to start the process, how to build and write an
effective resume, the best interview techniques, and other skills you will need to display your value to
potential employers. Everything we have done so far has led up to this, so get ready to start marketing
yourself to the kinds of employers you would like to build a career with.

Module 10: Getting a TESOL job

10.1 What do you need?

10.2 Building a resume

10.3 Interview techniques: what are they looking for?

10.4 Possible destinations

10.5 Preparing to join a different culture

10.1 What do you need?

There is much demand for qualified individuals to become teachers of English as a second
language, so the most important job we now have is to ensure that you can find your way
to the schools, companies, and organizations that are looking for someone like you. In this
section, we will look specifically at what you need to get a job in the TESOL field, helping
students who want to develop their proficiency in English.

College degree: Most schools and organizations will look for you to have at least a
Bachelor’s Degree to become a TESOL teacher. That does not mean you need a BS or BA in
TESOL, although there are majors that are more desirable than others. The majors that
employers like to see, for example, are English, Language Arts, TESOL, Education, and
Linguistics. Again, though, the demand for individuals is high in this field, so a BS or a BA in
a different major does not count you out.

Close study of TESOL: Courses like this one give you the background that you need to look
desirable to an employer. You may be required to get a specific certification, but many
employers are looking for a background in TESOL, which you now have.

Work experience: For many of you, this course is your first step towards becoming a
teacher or becoming a TESOL teacher, so you may not yet have work experience. However,
many organizations and schools welcome interns and volunteers at different levels of
commitment. Some of these organizations and schools offer a track towards full
employment from these volunteer or intern positions. Other organizations and schools are
looking for talented individuals to manage their volunteering staff, which could give you
good experience that you can segue into a career as a TESOL teacher. Showing that you are
passionate enough about your future career to work for free towards it will go a long way
in the eyes of a potential employer.

A strong resume: We will discuss how to build and write a resume in the next section.

A good interview: We will also discuss interview techniques in great detail in a later
section.

10.2 Building a resume

In this section, we will discuss how to write a great resume, but we will first discuss what
you can do to build a great resume. This means looking at the activities, jobs, and interests
that will catch the eye of potential employers and getting experience in them. With that in
mind, let’s split this section up into two.

10.2.1 What looks good on your resume?

Before you even think about sending out your resume, you should think about what you
need to have on it to make it impressive and something that will help you stand out in a
stack of viable candidates. Let’s take a look at the kinds of experiences that employers are
looking for.

Education: This does not mean that you have to run out immediately and get a Master’s
Degree in TESOL, but rather that employers want to see that you have education that is
relevant to the job. As we mentioned in the previous section, most employers are looking
for candidates who have either a BA or BS. If you don’t have a college degree, your options
may be limited, though the windows of opportunity are not closed to you.

Employers ideally want you to have a BA or BS in a relevant field of study, though that is
not a deal breaker. If you have a degree in a related field, then that is great; if you don’t,
that just means you will have to make up for it in other parts of your resume. This course
will look great on your resume because it shows that you are committed to learning about
TESOL, and it shows you have educational experience in the direct field in which you are
applying.

Some employers might require a further certification, which depending on the situation
may require you to take an extra test or a short supplemental course. Again, whatever you
are lacking in this section, you will just have to make up in a different section.
Work experience: Of course it would look great if you have already worked in TESOL and
have previously held a job in the field, but you are just starting out so that is highly unlikely.
If you have teaching experience, that looks great so that is something you will want to
highlight. If you don’t have either, that is all right. However, you should look into getting
some intern or volunteer experience before you start looking for a job.

You can send out applications while you are getting the experience, but it will look good if
you have direct experience in the field even if it is unpaid (in some cases, it will look better
if it is unpaid because it shows a great passion and commitment). As we discussed in the
previous section, some of these intern and volunteer opportunities could lead to part- or
full-time employment in the field, so look closely at the companies and schools that are
offering these volunteer experiences.

Related work experience: Even if you are not experienced at all in the TESOL field, this
section is where you should display any work experience that is even tangentially related.
Have you ever worked with children? Have you ever worked with non-English-speaking
people (worked helping them, not just worked alongside a non-English-speaking
individual)? Think about what it takes to be a TESOL teacher and if you have used any of the
same skills in a different job.

10.2.2 How do you make your resume look good?

So you have all of your experiences and skills set up. Now how do you present it in a
resume that represents you well and makes you look good to potential employers? There
are some specific things you can do to make your resume stand out.

Formatting: You will want your resume to be clear and easy to read. You want the
employer to be able to pinpoint any piece of information that he or she wants as quickly as
possible.

 Use wide margins to take advantage of space, but that does not mean you should fill
every bit of space with wordiness.
 Use a bulleted list to make things short, sweet, and easy to read.
 Organize your experiences and skills into logical and clear sections that are marked
accordingly.
 Use bold and italic print sparingly but smartly to draw the reader’s eye to the
information that you really want to highlight.

Focus on accomplishments, not job descriptions: A potential employer does not need
the definition of your current or former job; they need to know what you accomplished at
those jobs that makes you a valuable asset to their company or school.
  Mention your job title, but then describe what you accomplished and what you
worked on at that job. Were you a manager? Great. That means you led a team of
employees to . . . The point is to let the employer know you did a lot in your previous
jobs and that what you did for your former employers you can do for your future
employer.
 Constantly ask yourself why the employer needs to know that you did what you are
writing. If they do, highlight what they need to know. If they don’t, remove it.
 Make sure that the accomplishments that you write are yours and not just your team’s
or your company’s. The employer isn’t hiring your project team; they are looking to
hire you.

Be specific: Being able to explain your former job in a fancy way is helpful, but that will not
separate you from the field. Be specific about what you accomplished and give the
employer something quantitative to work with. How did your work specifically improve
your former workplace?

No mistakes: Read your resume over five times and have five friends read it too. This may
seem like overkill, but something as simple as a typo is enough for an employer to toss
your resume aside. This is especially true when you are applying for a job to teach English
to new English language learners. If you cannot create a 1–2 page document that is error
free, how can the employer expect you to be an effective English teacher?

10.2.3 Avoid these common resume mistakes

Even the best candidates make the mistake of submitting a below average resume and
then wonder why they don’t get a call back. Do your best to avoid these common resume
mistakes.

Being too vague: This may take a little more work, but you should be adjusting your
resume for each specific job you are applying to. Every job is different and has different
requirements, so why are you handing the same resume to every potential employer? You
should not be changing anything dramatically, but look closely at what the employer is
looking for and adjust your wording so it addresses their needs.

Focusing on jobs instead of experience: Telling the employer that you worked as <blank>
for <blank company> does not really tell them anything about who you are and what you
are bringing to the table. What was your focus at the job? What did you accomplish? Why
were you a great employee for your former employer? Find a way to highlight your
strengths and accomplishments.

Length: The old rule that your resume has to fit as a single side of a sheet of paper has
been thrown out the window. That does not mean, though, that you should turn in a
dissertation. Studies show that employers give each resume about twenty-five seconds of
attention, so you have to make sure that your resume is tight. It is acceptable, though, to
have a two- or three-page resume but only if you have a lot to show. Do not have a third
page on your resume just to tell the employer that your hobbies are sports and movies.
Use the space you need, be concise, but do not worry about fitting it onto one sheet of
paper.

No focus: Most resumes include an objective or career summary. If your objective is

Too busy: Make sure that everything on your resume is in a logical place and that your
resume does not appear too busy. If the employer can’t make sense of what you are
saying, they are going to move on to the next one.

Missing important information: Now is not the time to be humble. Feel free to act
humbly in your interview, but here you should be showing the employer everything that
makes you desirable. Then, when you interview, they will have all those accomplishments
in front of them as they ask you questions.

10.2.4 Final resume tips

Here are some extra tips for how to make your resume as strong as possible. Remember
that your resume is what gets your foot in the door before an employer has even met you;
make sure it is strong.

 Have a purpose in mind when writing your resume. Besides being organized and
categorized effectively, your resume should have a purpose and tell a story. The
more you know what that story is, the more a potential employer will see it.

 Pay attention to your diction. Look at the job listing and determine exactly what the
employer is looking for, and use keywords that will draw their attention. If you are
applying online, some employers will filter the resumes they receive using a
keyword search, so make sure yours ends up on the top of the list.

 Do not be afraid to discuss the future briefly in your resume. It can sometimes be
helpful for you to let the employer know what your career goals are (as long as they
are goals that show your loyalty to potential employers and how you want to build a
career out of this job).
  Use numbers and figures when possible. We discussed making your
accomplishments quantifiable earlier, so if you can provide a number that displays
your accomplishments, do it.

 It could be helpful to directly acknowledge any difficulties that the employer is facing
that you could solve. Do some research, but only use this if you find something
relevant. Do not just assume that the employer has a problem when they may not.

 Whenever possible, use action verbs rather than “is” or “was.” This will highlight your
role in whatever accomplishment you are noting.

 Avoid pronouns even though you would typically use them. You are the implied
subject of every sentence because it is your resume. Instead of writing, “I excelled in
my undergraduate work, earning a 4.0,” write, “excelled in undergraduate work,
earning a 4.0.” It gets more to the point and doesn’t bog down the space.

10.3 Interview techniques: what are they looking for?

Once your stellar resume has gotten you an interview, it is time to really show the potential
employer what you are about. Up until now, you have just been words on a piece of paper,
and though you obviously impressed the employer enough to stand out, you still need to
come ready to impress.

10.3.1 Interview tips

 Do some research: We already suggested doing this when you were creating your
resume but look into the company or school again. Try to find out what exactly they
are looking for, what they are lacking, and what their mission is. These are all pieces
of information that will help you when you are planning for your interview.

 Dress to impress: Be sure your clothes are clean and pressed. Even if you would
not have to do so for the job, dress formally, and try to look proper. While it won’t
necessarily hurt you to look a little flashy, you might be better off going with classic
color combinations. You want to look stable, responsible, and prepared.

 Be prepared: Even though any good employer will have copies of your resume and
other materials on hand, bring extra copies in a folder of some sort. If you know you
are interviewing with a committee, bring enough to go around just in case. If you
know they are going to ask you about something specific, have an example ready to
go. There is no downside to being prepared, and in a best-case scenario, the
employer is impressed by your preparation.
  Be enthusiastic and optimistic: It is a job interview, so it is OK to be nervous, but
you should still be enthusiastic. You should be happy to be there and optimistic
about your future with the company or school. Confidence is always an attractive
quality, so remember that you have prepared for this and that you should let
yourself be confident.

 Do not be late: This should go without saying, but it is worth saying. Be early for
your appointment, and if you are travelling a route you are unfamiliar with or that
has the potential to be heavily trafficked, give yourself extra time.

Module 10: Getting a TESOL job

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 Pay attention to the person interviewing you: The interviewer will certainly be listening to
your answers, so listen to their questions carefully. Not only will this ensure that you don‟t seem
uninterested, but it will also help you understand what they are looking for. You can tell a lot
about what an employer is looking for by the questions he or she asks. Pay attention to the details
and try to tailor your answers to what they are trying to get at.

 Be specific: Many people come out of interviews happy with their performance because they
gave good answers to the questions they were asked. But, if you are not specific, the employer
might forget you by the time the next candidate walks in. Answer with as much specificity as you
can so that the interviewer remembers your answers and can quantify your responses.

 Ask questions: Be smart about the questions you ask, though. Many interviewers will end the
interview by giving you the opportunity to ask questions. Ask questions that show you are
interested in the job and the company or school. Do not ask how many vacation days you get.

 Be cognizant of your body language: The interviewer is going to be evaluating everything about
you, including your body language. Make sure you are projecting confidence, passion, interest,
and enthusiasm. Do not act overly comfortable, but try to stay loose and appear that you belong
there.

 Anticipate questions: Many interviewers have prescribed questions to avoid legal issues, so
searching the Internet for common interview questions and preparing answers could really pay
off. You may even find that you end up with the same source that the interviewer used.

 Practice: Being prepared is important, but don‟t be afraid to practice. If you have someone who
will help you out, ask him or her to run through scenarios (such as an argumentative interviewer
or an interviewer who is intentionally trying to cause you anxiety to see how you react). It seems
like a lot, but if this is the career you want and the job you want, is there really such a thing as too
much preparation?

 Follow up: Lastly, follow up with the interviewer after the interview. Do not ask if a decision
has been made yet; simply thank him or her for the opportunity to interview for the position and
say that you look forward to hearing from him or her. Be pleasant and grateful, and you will make
sure your name remains in their mind.
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10.3.3 What not to do in an interview

Just as there are tips for how to act in an interview, here are some tips for how not to act in an interview.

 Try not to ramble. While you want to answer the interviewer„s questions to the best of your
ability, keep your answers to the point. You will show that you know what you are talking about,
that you are listening to what they ask, and that you know how to get things done.

 Be friendly, but do not be too personal. It is all right to make a joke, but it has to be a joke you
would be willing to make to a stranger. The interviewer is not your friend; he or she is likely your
potential boss (or at least a boss), so act appropriately.

 Try your best not to look disinterested. If an interviewer has a group of candidates coming in to
interview, why would he or she offer the job to someone who does not seem to want it? Pay
attention to your involuntary actions and your body language, and make sure you are projecting
enthusiasm.

Module 10: Getting a TESOL job

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 A common question that interviewers ask is why you are leaving your old job. Try to avoid
saying anything negative about your old employer or company. Even if you frame it as a
compliment to the interviewer or his or her company, it will still seem that you are being disloyal,
and no one wants a disloyal employee. Give a reason that is steeped in positivity, such as you are
looking to grow professionally.

 Although you want to appear confident, do not bulldoze the interviewer. It is all right if you take
control of the interview at times, but always let the interviewer know that he or she is in charge,
or else he or she may be put off. Who wants to work with someone who is just going to drown
them out?

 Have an opinion, a purpose, and a set of standards. You have to strike a balance between
confident and flexible. While no one wants to hire someone who is rigid and arrogant, no one
wants to hire someone who just goes along with whatever he or she thinks the management
wants.

 Avoid being a cliché. The biggest cliché is answering the classic “What is your greatest
weakness?” by turning it into a strength by saying something such as, “My greatest weakness is
that I work too hard.” Your interviewer is not an idiot, and this is not going to impress him or her.
Give an honest answer, but also provide the work you have done to improve on that weakness and
how you handle your weakness on a daily basis.
10.4 Possible destinations

While many of you are looking to teach English as a second language in your home country,
there are many opportunities for teachers who would like to travel, see the world, and
learn from different cultures. Here are some of the countries that are looking for the most
help.

Europe

Spain, Portugal, Germany, France, Italy, Greece, Poland, The Czech Republic, Hungary,
Russia.

Asia

Japan, South Korea, Taiwan, China, Indonesia, Mongolia, Turkey.

Latin America

Mexico, Costa Rica, Colombia, Chile.

Middle East

Saudi Arabia, Kuwait, United Arab Emirates, Qatar, Egypt, Jordan, Morocco.

10.5 Preparing to join a different culture

If you are deciding to use your TESOL talents to travel to another country and learn about
another culture, make sure that you are prepared for the culture you are about to immerse
yourself in. Research your destination and try to learn as much as you can about the
culture before you get there. If you do this, you can avoid offending anyone accidentally
and ease our way into the culture much more easily. Typically, you will likely experience
this new culture in the following stages:

Beginning stage: Prepare for your journey by doing research about the culture, and make
sure you are ready for your journey and your new environment.

Initial happiness: You are in a new place, and everything is unique and cool. You will
initially feel so happy to be in this new place and excited to help the people you meet there.
Even if you have a great experience, this initial euphoria wears off.
Frustration: Once the happiness begins to wane, you are likely to begin getting irritated
with your new home. The culture is different, and much of what you loved about your
home is rare or not available to you anymore.

Adjustment: You are beginning to get used to the new customs and culture of your new
home. You find yourself less and less irritated by the things around you and are starting to
feel comfortable with them.

Adaptation: Once you begin feeling comfortable with the culture, you will start to truly feel
a sense of biculturalism, where you identify and even like the new culture you are
experiencing. Everything that was once foreign and odd to you now feels comfortable and
normal.

Reentry: When you leave this foreign culture to return home, you may find that you go
through all of these stages all over again, albeit at a much quicker pace. You will probably
always cherish your experience with another culture, but be very happy to be home where
you are more comfortable.