Career & Professional Development

In today’s fast-paced world of education, school superintendents and principals often find themselves juggling numerous tasks, meetings, and responsibilities. With the advent of technology, the temptation to rely on smartphones and digital tools for note-taking and task management has grown exponentially. However, there’s a remarkable productivity hack that has changed the game as an educational leader and it’s old school – analog – paper and pen.  Technology tries – but for some reason pen and paper increases efficiency while also enhancing engagement with staff and students. This transformative habit involves using a small 3×5 pocket notebook (such as this one) to streamline the workday and ensure that nothing falls through the cracks.

The Power of the Pocket Notebook

Imagine a simple, unassuming 3×5 notebook that fits snugly into your shirt pocket. It’s unobtrusive and always within arm’s reach. This unassuming tool has the power to revolutionize your workday, making it more efficient and less reliant on screens. The pocket notebook becomes your constant companion, helping you capture important information, ideas, and tasks effortlessly. 

The Choice of a Pocket Notebook

I personally like using an All-Weather Top-Spiral Notebook that has a waterproof cover. After being introduced to this idea by law enforcement, it became an ideal choice for the educational leader on the move. I also like how the paper is coyote tan to help with legibility even in bright sunlight, making it perfect for outdoor encounters. Moreover, this notebook is eco-friendly, made from raw wood pulp, and completely recyclable, aligning with a commitment to sustainability.

Accessibility and Engagement

One of the key advantages of this pocket notebook is its accessibility. By wearing a shirt with a front pocket, you effectively wear your notebook. This makes it incredibly easy to jot down quick notes, ideas, or important messages from students, staff, or parents. When a student knows they can approach you and have their concerns or messages recorded in the same notebook you carry throughout the day, it fosters a sense of trust and engagement.

A Tangible Sign of Active Listening

In a world dominated by smartphones and digital distractions, the act of pulling out a pocket notebook and jotting down notes during a conversation is a powerful signal. It tells the person you’re speaking with that you are fully engaged and actively listening. This fosters better communication and connection, enhancing relationships within your school community.

Real-Time Documentation

One of the remarkable benefits of using a pocket notebook is the generation of real-time documentation. As you go about your day, you can record important information, tasks, or issues as they arise. This documentation is invaluable when you return to your office, ensuring that nothing is forgotten or overlooked.

The Transformational Workflow

The productivity hack involving a pocket notebook isn’t just about collecting notes throughout the day; it’s about transforming your workflow and time management. Here’s how it works:

1. Constant Companion

Carry your pocket notebook with you at all times. By having it within arm’s reach, you can instantly capture thoughts, tasks, or messages without interrupting the flow of your day.

2. Effective Lap Rounds

As a superintendent or principal, visiting classrooms and engaging with students and staff is crucial. During your “lap rounds,” you can collect valuable information, feedback, and tasks. With your pocket notebook, you can record these insights without needing to address them immediately, allowing you to maintain your focus and complete your rounds efficiently.

3. No More Screen Time

One of the most significant advantages of this system is the reduction in screen time during the school day. When you rely on a pocket notebook, you’re not constantly checking your phone or tablet for notes. This not only keeps you more present but also sets a positive example for students and staff.

4. Comprehensive Review

Throughout your workday, return to your office and review the notes in your pocket notebook. This is a critical step in ensuring that everything you’ve captured is appropriately addressed. It’s here that the magic happens – nothing is forgotten, and your notes do not become a black hole of information.

5. Faith in the System

Consistently reviewing and acting upon the notes in your pocket notebook reinforces faith in administration. Over time, trust is created when something is written down and it becomes known that problems will be handled. This confidence reduces stress and allows administrators to leave campus with a clear mind at the end of the school day. 

Universality of the Pocket Notebook Hack

While this productivity hack has been showcased within the context of education leadership, its benefits extend far beyond the school environment. Anyone in an administrative or leadership role can harness the power of the pocket notebook to increase productivity and foster better communication.

The Freedom of Not Remembering Everything

In a world filled with screens and distractions, the simple act of recording information in your pocket notebook frees your mind from the burden of remembering everything. You no longer have to carry a mental load of tasks and messages, knowing that they are safely stored for later review.

Collecting Notes from Various Sources

For those who spend time outside the office, such as visiting classrooms or engaging with colleagues, the pocket notebook becomes an invaluable tool for collecting notes from various sources. It allows you to seamlessly integrate feedback, ideas, and tasks into your workflow without the risk of forgetting them.

What are the benefits of a pocket notebook?

A pocket notebook, particularly the All-Weather Top-Spiral Notebook, offers a multitude of benefits for education leaders and administrators. First and foremost, it serves as a portable and reliable repository for capturing critical information on the go. This small, unassuming tool fits comfortably in your pocket, making it readily accessible during impromptu meetings, classroom visits, or encounters with students, staff, and parents. It eliminates the need for fumbling with digital devices and the distractions they entail. The tactile act of writing notes in a pocket notebook fosters active listening, sending a powerful signal that you’re fully engaged in the conversation. Moreover, this method significantly reduces screen time, promoting a more present and focused leadership presence within the school community. Ultimately, the pocket notebook is a time-saving, stress-reducing, and productivity-enhancing tool that can revolutionize the way educational leaders operate.

What is the best size for a pocket notebook?

The best size for a pocket notebook largely depends on individual preferences and needs. However, a common and practical size that many people find convenient is approximately 3×5 inches or 3.5×5.5 inches. These dimensions strike a balance between being compact enough to easily fit in a pocket, yet large enough to accommodate notes, sketches, and important information without feeling too cramped.

Conclusion

In the fast-paced world of education leadership, productivity is paramount. The pocket notebook productivity hack, exemplified by the All-Weather Top-Spiral Notebook, has proven to be a game-changer for many school superintendents and principals. Its ability to enhance engagement, reduce screen time, and streamline workflow makes it an indispensable tool for anyone in administrative roles.

By implementing this simple yet powerful habit, educational leaders can end their workday with the assurance that nothing has been forgotten, tasks are being handled, and relationships within the school community are strengthened. As a symbol of active listening and a tangible repository of knowledge, the pocket notebook is more than just a productivity hack; it’s a transformative tool that has the potential to revolutionize the way leaders operate in the field of education and beyond.

Are you a new teacher or an experienced educator looking for a new opportunity? As many qualified candidates will be competing for the same positions, it can be challenging to stand out to districts.

There are hidden tips to help teachers get hired. This post attempts to answer questions like: What do principals look for when hiring teachers? How do I get hired as a teacher? What time of year is the hardest to get a job? And what day of the week are you most likely to get a job offer? Let’s dive in.

Unfortunately, the following post doesn’t cover this very important topic in landing your dream teaching job. It will just have to wait…

What Do Principals Look for When Hiring Teachers?

When hiring teachers, principals are looking for candidates who possess a combination of skills, experience, and personality traits. Here are some of the top qualities that principals and superintendents look for in prospective teachers:

1. Teaching experience: Having experience teaching in a classroom setting, whether through student teaching or previous teaching positions, is highly valued by principals.
2. Content knowledge: Teachers who have a deep understanding of the subject matter they’ll be teaching are often preferred by principals.
3. Strong communication skills: Teachers who can effectively communicate with students, parents, and colleagues are highly valued in the education field.
4. Classroom management skills: Principals want teachers who can create a safe and positive learning environment for their students.
5. Professionalism: Teachers who are punctual, organized, and committed to their work are highly sought after by principals.
6. Adaptability: Teachers who can be flexible and adapt to changing situations in the classroom are often preferred by principals.
7. Team Player: Does the teacher help create harmony among school staff or add to factions and divisiveness. Is the teacher willing to take on small tasks willingly that help improve the school or is each small addition to the program that needs teacher leadership thought of as “just one more thing.”

How Do I Get Hired as a Teacher?

Getting hired as a teacher can be a competitive and challenging process. Here are some tips to help you stand out and land your dream job:

1. Network: Make connections with other teachers, principals, and education professionals. Attend job fairs and conferences, and use social media to connect with potential employers.
2. Customize your resume and cover letter: Tailor your application materials to the specific school and position you’re applying for. Highlight your relevant experience and skills.
3. Prepare for the interview: Research the school and the position, and practice answering common interview questions. Dress professionally and arrive early to the interview.
4. Follow up: Send a thank-you note or email after the interview to show your appreciation and continued interest in the position.
5. Be patient: The hiring process can take time, so be patient and continue to search for other opportunities while you wait to hear back from a potential employer.
6. Hit the main hiring season: March, April, and May are the best months to find a teaching job for the fall. Right before school starts, there will be a flurry to fill unfilled positions based on enrollment. During natural breaks like the winter break is another good time to find a teaching job. Retiring teachers wait until these natural breaks if they do not plan to teach for the entire school year. Also, if there is any movement of teachers during the first semester, this will free up positions during winter break.

What Time of Year is the Hardest to Get a Job?

The education job market can be highly seasonal, with certain times of the year being more competitive than others. The most challenging times to get a job as a teacher can vary depending on the location and school district. However, some general trends include:

1. Late summer: Many schools finalize their hiring decisions in late summer, just before the start of the school year. By this time, many positions may have already been filled, making it harder to find open positions.
2. Mid-year: While there may be some mid-year teaching positions available, these can be more limited and competitive than positions that open up at the beginning of the school year.
3. End of the school year: As the school year comes to a close, some positions may open up due to retirements, resignations, or transfers. However, many of these positions may be filled by current staff members or by candidates who have already been interviewed earlier in the year.

What Day of the Week are You Most Likely to Get a Job Offer?

While there’s no guarantee of when you’ll get a job offer, some studies have suggested that certain days of the week may be more favorable than others. According to a study by SmartRecruiters, Tuesday is the most popular day for employers to extend job offers. This may be due to a variety of factors, such as having enough time to review resumes and conduct interviews after the weekend, but not wanting to wait until later in the week to make a decision.

However, it’s important to note that this is just a general trend and not a hard and fast rule. Employers may make job offers on any day of the week, and factors such as the school district’s hiring timeline and the availability of the hiring committee may also impact when you receive an offer.

Conclusion

Getting hired as a teacher can be a challenging and competitive process, but by following these insider tips and information, you can increase your chances of landing your dream job. Remember to highlight your relevant experience and skills, network with other education professionals, and be patient throughout the hiring process. With persistence and dedication, you’ll be on your way to a rewarding career in education.

I have worked with many new teachers over the past 20+ years in education serving as a  superintendent / principal and teacher.  It’s frustrating for new teachers who spent time and money on an education that did not fully prepare them to step into the job on day 1. One skill teachers do not have exiting the teacher credentialing program is an understanding of Student Information Systems. Academia loves to teach theory (took a lot of philosophy classes in my day) but seems to hesitate teaching raw procedures – even when it is very necessary. Here are two ways teacher preparation programs are failing our new teachers by not requiring a course on student information systems (SIS).

Teacher preparation programs do not teach teachers how to use Student Information Systems (SIS)!

Student Information Systems, or SIS for short, are used every day to track attendance, provide contact information, track discipline, and so much more.  There are multiple Student Information System vendors on the market.  I am most familiar with two of them – Aeries and Schoolwise.  No matter the SIS vendor, it is important for all teachers to understand the basics of common systems before accepting a position.  Mistakes in taking attendance not caught by a school secretary can cost the district state and federal dollars. Also, all contact information is stored in a tab in the SIS.  There have been so many times someone did not know how to view all the “all contacts” link when the first number displayed does not work.  There are many nuances to these systems that teachers end up learning over time but it is just a headache for new teachers to learn this while trying to land on their feet.  

Teacher credentialing programs do not teach teachers how to use a gradebook!

In the past, gradebooks were standalone software or online services where now it is typically part of the Student Information System.  Gradebooks are not as straightforward someone might expect. The SIS will have a gradebook section that will link to the student profile.  There are important decisions surrounding the gradebook that need to be made from the start of the class. Some of these decisions should not be flippant.  They should be based on research and thoughtful consideration.  

Important aspects of setting up a gradebook prior to school starting:

Is the report card going to give a grade for the subject or is there a blended report card with standards.  Is the report card all standards based? If so, the gradebook will need to be set up to track standards. What grade cutoffs will you use? Is 90%-100% an A? Do you give F’s? Does the district have a grading policy that must be followed?  Do you not use letter grades because the children are too young?  All of these settings need to be set up on the back end. Teachers should be prepared to do all of the above so they can set into any assignment for which they are qualified. 

Will assignments be weighted or will assignments be worth straight points?  If weighted, what is a proper weighting for class assignments, assessments, homework, etc?  Will a teacher do 50% assignments, 40% assessments, 10% homework?  Will it be 30% assignments, 60% assessments, and 10% homework?  What does research say?  A percentage for each needs to be determined to communicate that to parents and students.  Teachers should prepare how assignments will be set up in their classroom with this already considered in college.

There are other technical aspects teachers will need to know.  Teachers need to know all of the codes for missing assignments, teacher excused, excused, etc… How to enter and delete assignments.  The list here goes on…  

Adding a Student Information System (SIS) class to teacher preparation programs will reduce the learning curve for new teachers stepping in the door. 

Student Information Systems are complex. Adding this amount of a learning curse to new teachers entering the profession is just not right.  New teachers have enough stress without attempting to deal with how to use a SIS, how to set up a gradebook, how to find student contact information, etc…  Also, by adding this course, it would set the expectation that teachers need to keep a gradebook.  The gradebook should be designed thoughtfully with research and best practices in mind.  Anecdotally, people outside education react with a sense of shock when they find out new teachers do not understand how to set up a gradebook, take attendance, and use basic functions of an SIS. I don’t know how many times over the course of my career I have heard: “Don’t they teach that in school?”

Would you like to discuss this topic with a school district superintendent? Feel free to schedule a call.

Josh Peete, M.Ed. Admin.

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