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How Can I Talk About My Writing About the Curriculum Work When Looking for a Job?

When I applied for my current position, one of the things that caught the attention of my prospective employer was my experience analysing and designing curriculum. During my time as a teaching assistant, I had the opportunity to work with a number of teachers to develop lesson plans and identify gaps in knowledge. This resulted in me writing several papers for publication in academic journals. Furthermore, I presented my findings at various conferences and seminars, both nationally and internationally. Additionally, as part of my work I had to undergo professional development, reviewing, and developing my skills as a curriculum designer and analyst.

Although my work experience is diverse, it lacks a common thread – I have never worked in a senior role in education. Therefore, I am often asked about my experience in this area by those who have decided that my degree and experience make me an ideal candidate for the role. As a freshly qualified teacher, how can I talk about my writing about curriculum work when looking for a job?

The ‘Hidden’ Curriculum Work

During my teaching experience, I have observed that education is generally seen as a ‘career’, with teachers having worked their way up the academic ranks in senior management roles. This hidden curriculum is problematic, given that it frames education as a ‘step-by-step’ process, with those at the top of the academic ladder occupying a prominent place in the system.

The fact that so many teachers end up in senior management positions can be attributed to the fact that those who enter the profession expect to spend their entire working life in education. This is in contrast to teachers who enter the profession with the aim of just getting through to the end of the calendar year. As a result, those who occupy senior roles, often develop a strong sense of ownership for the profession, engaging with others in pursuit of shared goals and vision.

However, this sense of ownership and engagement can also lead to problems, with teachers becoming ‘locked-in’ to the system, unable to see beyond their traditional academic roles. This can result in a ‘cafeteria’ approach to curriculum design, where a variety of topics are thrown onto the table and each teacher picks what they want for their own students.

Additionally, the fact that senior education roles are often seen as ‘career paths’ can lead to a macho culture, where those who occupy these roles are seen as ‘god-like’ figures, with their own special set of skills, who deserve to be treated with utmost respect.

Designing The Perfect Curriculum

When designing a curriculum for the first time, many new teachers will feel overwhelmed by the volume of information available. As a result, they will simply pick the first thing that comes to mind and put it into practice without concern for whether or not it will work with the other materials already in place. As time goes on, those who follow this approach will start to realise that what appeared to be a logical and easy-to-follow decision at the time can actually result in negative consequences for their students. For example, if English is a foreign language to the students, having them read the Great British Novel in class may not be the best idea.

In order to avoid this, it is important to step back and consider what exactly you want your students to learn. This will result in you devising a clearer picture of the skills and knowledge that you want them to possess at the end of the course. Naturally, it is also important to consider what you want yourself to learn as a teacher, with careful planning required to ensure that the curriculum is both comprehensive and challenging. As a result of this planning, teachers can be confident that the students will be well equipped for the real world and will retain the knowledge and skills that they have learnt for the betterment of society.

Presenting Your Research At Conferences

With my research, I have presented at conferences around the country, both in formal sessions and more informal get-togethers with colleagues. These are always a joy, as I get to meet teachers who share my interest in educational innovation and get the chance to showcase my work to others. In fact, I have been asked to do the same at various schools and conferences, with the interest in educational research growing constantly.

However, this does mean that one of the things that a prospective employer might consider regarding my work experience is my willingness to present my research at conferences. In the eyes of an employer, this could be seen as a ‘soft’ skill, but for a researcher, it is very important, as it demonstrates my professional development and understanding of the national and international literature in the field. Naturally, those who consider themselves experts in the field will value this more than those who see it as a soft skill, as it shows an interest in continuing my education.

The Final Word

Although many teachers end up in senior management positions, this does not have to be the case. This is a choice that each individual teacher makes, with some deciding that the drive for increased personal accountability and responsibility is too great to resist. In choosing to remain as a teacher, you decide that you want to work within a system that you know does not value you and your contribution enough to promote you to a senior role. Naturally, this can result in you becoming disheartened by the ‘system’, with some opting to leave the profession altogether. However, you must decide for yourself that this is what you want, as no one can make this decision for you.