8 Ways You're Being SHUT OUT Of The Hiring Process
1-hour workshop to help job seekers figure out what's getting them tossed from the hiring process
September 28, 2022
Are you terrified of screwing up a job interview? Does the thought of writing a cover letter horrify you? Are you scared to network with others? What do you even say, anyway? If you're struggling to overcome your job search fears, this live event is for you.
We get it. Looking for work can be scary, especially if you’ve been at it for a long time and haven’t gotten any results.
Understanding which fears are getting in the way and how to overcome them will make all the difference. Sometimes you might not be aware of which obstacle is getting in the way of your goals. If you want to overcome these fears once and for all, we invite you to join us!
In this training, you’ll learn how to:
- Utilize strategies for coping with your job search fears
- Be confident in your job search—from writing your resume to networking
- Face your fears and move forward
Join our CEO, J.T. O'Donnell, and Director of Training Development & Coaching, Christina Burgio, for this live event on Wednesday, October 5th at 12 pm ET.
CAN'T ATTEND LIVE? That's okay. You'll have access to the recording and the workbook after the session!
Read moreShow less
January 11, 2023
“Don’t just assume a student is lazy or just doesn’t care about what they are learning. They might understand the content you are teaching just not how to express themselves,” says Uswai Husna, education major at Brooklyn College and America Needs You member. Husna should know. As a child, Husna moved back and forth between the United States, ultimately settling here in 2012, and Marsad, Pakistan—a place of sanctuary for Afghani refugees fleeing the Taliban.
Despite today being a confident and erudite young woman in English, it still took Husna five years to feel comfortable using English as a medium to express herself. Husna, a former English language learner (ELL) and student with interrupted formal education (SIFE), cites the relationship that she developed with her former teacher, Michelle Ortiz (quoted later in this article), as being an instrumental factor in her ultimate success as well as going to a middle school with a large international student body that had similar backgrounds and experiences to that of Husna.
Husna’s story is not unique. New York City, alone, is integrating more than 7,000 students from migrant families into classrooms this school year (22-23) with some of these students also making up the 61,000 people in the New York City shelter system.
Like in New York City, educators, city officials, and non-profits around the country are scrambling to support the literacy needs of newly arrived English language learners. They also must concurrently address the social-emotional needs of the approximately 10% to 20% of newly arrived ELLs arriving as SIFE students. While the majority of ELLs are not coming from a situation where their education has been interrupted, those who are can present even greater teaching challenges for educators not accustomed to teaching newly arrived ELLs.
What Advocates Say We Must Do To Support The Needs Of These Children
Ensuring meaningful participation of English learners—who represent 10%(or 5.1 millionstudents) of the total K-12 student population and have diverse linguistic, cultural, andacademic backgrounds—is a core concern in the delivery of K-12 public education across thecountry. At the start of their educational experience in the United States, these students face the challenge of learning English so they can fully access academic content. They need specific supports and services from schools for success. The Council of Chief State School Officers (CCSSO) is committed to supporting state education agencies as they work with districts and schools to ensure English learners get the best possible educational opportunities and graduate from high school on time, prepared for college and careers.
In the past three years, the COVID-19 pandemic compelled state leaders to develop new instructional delivery models and support teachers, students, and families as they shifted from in-person to remote and hybrid learning environments. These shifts have presented many challenges to educational equity, especially for English learners and their families, who have been disproportionately impacted by the pandemic.
However, these disruptions to school also presented an opportunity. We encourage states to integrate technology in new ways, revisit their programs and services for English learners and families, monitor the effectiveness of English learner programs, and provide educators with a chance to ensure that they are supporting access and equity for English learners. Specific recommendations are provided in CCSSO’s State Leadership Guideto help state education agency leaders engage stakeholders in continuous-improvement processes focused on English learner programs and services.
Executive Director, TESOL International Association
TESOL International Association values and fosters diverse and inclusive participation within the field of English language teaching. For more than 50 years, TESOL has globally promoted equitable representation of, engagement of, inclusion of, and access to multilingual learners of English (MLE). We do this with the support of more than 150,000 educators in more than 160 countries. Simply put, TESOL advances linguistic expertise in multilingual contexts through professional learning, research, standards, and advocacy.
We strongly support and advocate for asset-based approaches for MLEs that serve the learners and their families. Regardless of the language learning context, learning an additional language starts with a student’s culture and heritage or home language. In particular, refugees and asylees, who may have limited or interrupted formal education and may be unfamiliar with U.S. social and academic cultural norms, benefit from an asset-based approach that values and draws from their home language and culture. Home language supports, such as encouragement in translanguaging and offering multiple ways for students to share their knowledge, can empower newcomer MLEs. Such students may also benefit from specialized supports that include trauma-informed instruction and social-emotional and mental health supports. Teachers can also help establish a safe space by teaching MLEs the vocabulary to express their emotional state, such as anger, sadness, fear, or frustration.
When U.S. Secretary of Education Miguel Cardona referred to being bilingual as a superpower, he not only highlighted multilingual learning but also elevated the voices of MLEs, their families, their communities, and their collective experiences and stories. What students and their families bring to the learning process from their home language and culture serves as an asset to the student, their teachers, and the larger context of learning.
Executive Director, WIDA
I believe teachers like to see all their students thrive. This is why they teach. Nonetheless, myths about language learning, the role of culture or home languages, or about the need for language or content remediation and what that involves persist, and often get in the way of creating and sustaining real opportunities for multilingual learners to learn.
Lately, some politicians and commentators suggest that schools should push equal opportunity but not equity. Equity is bad, they say, because it implies that we want students to all be the same. I disagree. The notion of equity for multilingual learners can be traced to Lau vs. Nichols (1974) where the U.S. Supreme Court ruled that giving multilingual learners equal treatment in the same classroom was not, in fact, equal, because without proper support multilingual learners would not understand the same lesson as the English speakers or proficient English readers would. Equity, in this context, is akin to getting the correct eyeglasses. We all need a different prescription to have an equal opportunity to see clearly. If we follow that analogy in the case of multilingual learners, we must provide them equity in the classroom through support that acknowledges where they are on the continuum of learning English, as well as how their home languages, cultures, and individual identities can be used as assets.
For a beginner to intermediate English learner, we need to modify or scaffold the English language and literacy demands of those programs. Even students at more advanced levels of English proficiency often need some targeted support. This is what we mean by equity. There are numerous ways to do that, but we know traditional high school lectures and assignments in unsupported English won’t get us there.
Always encourage educators to maintain a can-do lens when thinking about these students. This can be accomplished by considering the cultural and linguistic assets students bring to class and building upon those assets. Consider how the can-do lens helps value and support students’ home languages and cultures to the maximum extent possible. Home and community language and culture are a big part of students’ assets and identities, and we need to nurture and build upon them. Emphasize how can-do also means to not over-emphasize grammatical correctness. Students do need targeted feedback on their progress when learning English, but this should be done strategically—since making mistakes is part of learning and we should help them understand that. Otherwise, while comparing themselves with others, they will feel they cannot successfully take on those academic identities or roles.
Promote learning about how to hold and maintain academic conversations. This is a skill worth teaching and practicing. It is far more effective than traditional question-and-answer techniques found in many classrooms. Accelerate content learning, rather than focusing on language remediation. Foster collaboration between language support teachers and content or classroom teachers. Involve, engage, and empower families to participate in and better understand their children’s educational path. Encourage extra-curricular activities and participation in the arts, in and outside of school.
Developing Lessons That Support Newly Arrived ELLs
So, on a practical level then, what should educators do to support multilingual learners? Michelle Ortiz, ENL Coordinator in the NYCDOE and adjunct professor at Brooklyn College, suggests the following:
One strategy that I recommend to teachers who have various levels of ELLs in their class is to first draft their lesson without differentiation. Then, go back into the lesson and ask, "How can I provide an entry point for my entering and emerging level students?" If they aren’t sure, I recommend applying some general best practices for students at this level. This includes adding visuals to slides, translating essential vocabulary words, and allowing students to discuss the content in their native language. For example, during a gallery walk activity, allow students to discuss the images and write notes in their language. This provides an entry point for students to access the lesson by using visuals and research shows strong correlations to academic success when ELLs utilize their first language.
When ELLs are at the transitioning and expanding level, teachers need to keep in mind that students at this level have a strong command of social English, but often struggle with academic reading and writing. Research shows that it can take five to seven years for students to acquire and apply academic language. As a result, teachers can differentiate their lessons to ensure students can build upon their reading and writing skills. Teachers can scaffold complex texts by using close reading strategies along with targeting academic vocabulary. Students may often continue to lack essential background knowledge to comprehend a text, especially if varying cultural norms are found within the text. Therefore, strategies such as using a pre-reading assessment and surveys will help to assess knowledge and provide a focus for teaching background knowledge. Teachers should also consider using graphic organizers, jigsaw activities, and creating leveled notes and outlines to support their students as they build upon their reading and writing skills.
In supporting newly arrived ELLs, who are also SIFE, here is what Judith O’Loughlin and Brenda Custodio, co-authors of Students with Interrupted Formal Education: Bridging Where They Are and What They Need by Corwin Press (2017), say are some surefire strategies:
SIFE (Students with Interrupted Formal Education), by definition, have experienced gaps in their formal first-language education. They need to be supported by language and content educators who understand their situation and are willing to provide extra academic, as well as social and emotional supports to assist them and help fill in those gaps. Students who have experienced trauma need supports, such as consistent routines in the classroom that help them feel comfortable and safe. Writing assignments on the board in print, not cursive, and providing models or several examples of assignment expectations at their level of learning, ensures that students understand what is expected, eliminating panic and confusion. Permitting students to use their first language for support in bilingual classes or using translanguaging in content classes may be critical. At times, peer assistance or a “buddy” may be needed. For students with extremely limited previous education, extra classes to build basic literacy and numeracy skills may be necessary. For too many secondary students, the lowest math available is algebra and SIFE may not have the foundational math skills or foundational knowledge to be successful in mathematics. And finally, it is important that modifications, addressing their current support needs, but also changing as SIFE become more proficient academically, should be provided for students with academic gaps while their literacy and content knowledge develop.
John Schembari is a school improvement coach. If you would like additional ideas on how to impact student lives without sacrificing your own, and have a life teaching, check out his quick hack teaching courses here. You can also reach out to him on LinkedIn.
Read moreShow less
When it comes to having career goals, it's important to aim high. But sometimes the challenge we all face in aiming high is putting too much pressure on ourselves and then becoming overwhelmed. Achieving your career goals is all about balance.
The best way to achieve your career goals without putting too much pressure on yourself is to understand that it's very unlikely that you'll achieve your goals overnight. You have to build a career plan, be flexible about it, and work to chip away at the goals that you set.
Here are three ways that you can successfully manage your career goals:
Set Mini Goals
Setting mini goals is a way to help accomplish your overall goals, but in a way that is manageable and less overwhelming. For example, say your goal is, "I want to be promoted in a few years." This is a solid and ambitious goal, but for some, it can be difficult to know where to start in making this goal a reality.
This is where mini goals come into play. In order to put yourself in a position to get promoted, you can start with the mini goal of, "I want to do something every month to help grow my career."
Accomplishing this mini goal could include taking a month to focus on courses or certifications that will help you upskill, using another month to put greater emphasis on your networking efforts, and using yet another month to learn a new skill entirely. All these mini goals help make you a more well-rounded employee, and that type of effort adds up over time.
There's no guarantee that you'll get promoted in a few years. There are so many factors at play, but focusing on career growth will at least put you in a position to be considered.
Build Better Career Habits
This is similar to setting mini career goals in the fact that you're taking small steps to achieve a larger benefit. Changing the smallest habits can make a huge difference in your career.
One habit that many job seekers can improve on is how often they update their resumes. A lot of people don't update their resumes until they're applying for a job, but a better habit would be updating your resume every six months.
Updating your resume every six months helps you keep track of things you've done to learn and grow your skills. It's much easier to remember recent events than to try to go back three years ago to assess what you've learned. It can also be motivating, as it can serve as a good reminder of the skill gaps that you still need to fill.
Other career habits to change could include cutting out 20 minutes of daily social media time to focus on your career instead or making it a point to reconnect with one LinkedIn connection a week.
Creating better habits can go a long way toward helping you accomplish your career goals.
Incorporate The 3 Cs Into Your Career Goals
At Work It Daily, we're big proponents of the 3 Cs because they can help professionals at all levels of their career journey, including those looking for a job, aiming for a promotion, or exploring other ways to grow their careers.
Here's a refresher on the 3 Cs:
Content: There's a lot of great information on the internet, including at Work It Daily, that can help professionals plan their career goals, including video tutorials, online quizzes, blogs, etc.
Coaching: Whether it's an online coaching platform like Work It Daily, or consulting with a trusted colleague or friend who has had career success, take advantage of the knowledge of others.
Community: Whether it's a coaching community, or someone you know also trying to get their career in order, it's always best to not address career challenges alone. In addition, it never hurts to have positive reinforcement.
All of these small steps can make a big difference in helping you accomplish your career goals, and the best part is that it's all manageable. As long as you have these small goals in mind, and stay organized, you can grow your career without feeling overwhelmed.
Need more help with your career?
We'd love it if you signed up for Work It Daily's Event Subscription! Get your career questions answered in our next live event!
This article was originally published at an earlier date.
Read moreShow less