Many, many thanks to everyone for the words of encouragement and support in response to yesterday's post. I'm writing on the fly right now, but wanted to post a few links and thoughts in response to the queries about how one should look for work at independent schools.

A good first stop is the website for the National Association of Independent Schools. Check out their section dedicated to job seekers, and explore their searchable database of job listings.

As for agencies, the best known and probably busiest one is Carney Sandoe. They are who you should work with if you want to find jobs abroad, and they are also extensively networked in the States. I have been working with ERG (Educational Resources Group), which is a smaller, more intimate organization based near Philadelphia. I've been thrilled with ERG. They are very personalized and responsive, and they get results.

Basically, the two organizations work pretty much the same. They screen would-be clients initially, collecting your resume (not your cv) and interviewing you. If they decide to take you on, you deliver to them additional materials--your transcripts from college and grad school; written statements of purpose about why you want to teach in an independent school, how you approach teaching, what extracurriculars you can lead, what you can coach, and so on; letters of recommendation. When all is in hand, your "file" is complete. You will have discussed with them what kind of school you are looking for (Boarding? Day? Quaker? Episcopal? Single-sex? Co-ed? Hardcore college prep? "Alternative"? East coast? New York City? Midwest? and so on), and they will start sending your file on to affiliated schools that are hiring in your field. You are notified every time your file goes out to a new school.

Meanwhile, agencies like Carney Sandoe and ERG hold a couple of interview fairs each winter that streamline the process of bringing candidates and schools together. ERG has one in Philly, about four blocks from my my house. In March, I did about ten interviews in two days there, and got five invitations to visit out of it. It was a great thing. Meanwhile, schools that don't attend the job fairs are screening your file independently, and contacting you on their own about setting up an interview. I lost count of how many schools approached me this way. Like I said, wide open market.

If a school likes their initial discussion with you, they may schedule a campus visit. That means what it means in academe: that they are serious about you, and that you are on their short list. You may be asked to teach a class; you should expect to have a whirlwind of meetings with every school admin under the sun and to meet a lot of students as well. Day schools invite you for the day, which typically means about a four or five hour revolving interview; you'll probably eat lunch on site in the cafeteria. Boarding schools will want you to spend the night, and the larger ones will put you up on campus. Wealthier schools will pay all or some of your travel, but there are a lot of schools out there on shoestring budgets, and unless they say up front that they will cover your travel, assume it's out of your pocket. Everyone, repeat after me: OWWW!! It adds up--but the silver lining of it all is that the reason it adds up is that this really is a buyer's market for strong, dedicated teachers who hold advanced degrees in their field of expertise.

After the visit, you wait, while going on more visits. (If you pursue independent school jobs from inside academe, you will constantly bump up against your "economy of career scarcity" mentality--you know, that thing in your head that hisses endlessly at you, there are no jobs, there never will be jobs, i'd kill for any job anywhere, if i get any offer anywhere i have to take it, i have no choice i have to take whatever i can get please god let them like me pleasepleaseplease. You'll have to lose that mentality if you pursue jobs at independent schools, and that will be a good thing.)

Eventually, if all goes well, an offer, or offers, will be made. My sense is that many schools get down to the offering business around now. Pay varies a lot depending on the endowment of the school (there are some independent schools that are as rich as wealthy colleges; others don't know how they are going to cover payroll from month to month). Expect your experience and your degree level to count for something. And expect salaries at boarding schools to be a lot less than you would make at a day school. But bear in mind, too, that boarding schools house you, feed you, and wire you for free. You can bank just about your whole check.

And then comes the best part: the prospect of doing genuinely meaningful teaching in a learning--and sometimes living--environment that you believe in and feel you can belong to. There is a huge variety of independent schools out there, and there are all kinds of kids from all walks of life going to them. Private schools aren't just for privileged pre-Ivy Leaguers any more (if they ever were), and committed, skilled teachers should be readily able to find schools where their talents and their personalities fit.

I hope this is helpful. Now I have to go pack for my absolute last campus visit.

In her "privileged, pre-Ivy" private high school, my daughter got turned on to English lit, esp. Shakespeare and Brit Lit, by a Ph.D. teacher who "rusticated" himself after teaching at the university level. He was one of her favorite teachers ever--and she doesn't cut her teachers much slack. Of course, she got almost equally turned off earlier to lit crit, feminism, and general political rectitude by another rusticated Ph.D. who constantly reminded everyone that she had a Ph.D.

Good luck on your last campus visit! I found my job through the American Classical League, which posts jobs throughout the US for Latin teachers. I contacted my schools individually, and didn't learn of the placement service until much later.

I just wanted to add a few thoughts, since I have been thinking about this quite a bit during the last year. I especially wanted to reflect upon your comment about "the best part: the prospect of doing genuinely meaningful teaching in a learning--and sometimes livng--environment that you believe in and feel you can belong to."

When people ask me what I think of the move to the independent school, and whether or not they should consider it, I have to remind them that there are many extracurricular duties and events to attend, and your attendance is noted whether by your peers, the administration, or your students and their families. Honestly, what school really wants to employ a teacher who only teaches his or her required classes and then goes home? Teachers new to independent schools should be prepared for activities that they may have never considered doing--dinner duty, attending sporting events, chaperoning dances, being a chaperone at all, proctoring sudy hall and detention, being an advisor, actually having strong contacts with parents, to name a very few. Talking to parents was a real shocker to me, since it was illegal for me to talk to parents about their college kids who were over 18 and adults. Now, it's up to me to call parents when something needs to be said, and I can usually count on the parent to be a strong force for good in their kid's education.

Teaching at an independent school pretty much requires every teacher to be dedicated to the concept of the "whole child". Your students know that you are interested and care about who they are as individuals, and what their strengths are outside of your classroom. Your voluntary presence at sporting events, musical performances, plays, poetry readings, charity events, all show how you are personally interested in your kids, and for those of them who may have difficulties in your classes--and who sometimes equate how well they are doing with being liked and accepted by you--showing up at an event to cheer them on can be the most meaningful thing you do for them. I don't want to speak for everyone here, but I think that many parents really appreciate the consideration their kids receive beyond the classroom, just as there are many parents who really only want to see that "A" on the report card.

Partially because it's hard to really be prepared for this kind of experience, the first year is usually the toughest, and a good number of teachers leave after their first year teaching at an independent school. It may take a while for veteran teachers to warm up to a newbie. The veterans are waiting to see what you will do, and even the administration and your own department chair will ask discreetly how you are liking the change and what your plans are for next year.

Being so involved with my school has been, personally, a fantastic experience this year; one gets to know the kids and their families (many of whom have siblings or cousins in other grades), the other faculty, and alumni. Each school does have its own character, which can take some getting used to. These are things that I have observed in my own experience, and may not hold true everywhere. Sorry for the excessive length. Good thing I have detention duty today or I might have posted soemthing even longer.

I want to underscore that each school has its own culture. The boarding schools tend to have the most immersion, the very large (800+ in high school) private schools can be less extra-curricularly demanding--but you have to know the school culture.

Erin's point about the school's economic health is a good one. Here's a little "average" indicator:

http://www.nais.org/resources/statistics/facts.cfm?s=354&area_id=26

Timing of hiring depends on the school. Most schools require returning students' parents to sign a binding enrollment contract April 1; the new students are a little earlier. So the enrollment picture is clear about mid-month, at which time new teacher contracts are drawn and the raises/bonuses for the year are announced.

Oh, and if you are hired by a high school, please take some time to educate yourself about specific learning disabilities. Yes, dyslexia is a real, verifiable condition. Yes, a person can have a very high intelligence and have dyslexia. No, having dyslexia does not mean you are stupid, or should be in a remedial education program. A person can keep up with the reading and writing and have dyslexia. No, those spelling errors are not the result of carelessness. Yes, a person can have auditory processing issues and a very high intelligence. No, allowing extra time and/or a quiet room for testing will not give the person with learning disabilities an unfair advantage.

Can you tell that two of my daughter's teachers, both new hires, both PhDs, were quite ignorant on the subject, and not particularly educatable?

Good sources on info: foo, my browser is going funky. Search for "LD online". Also search for "all kinds of minds" "mel levine"

I linked your site to mine, Truthprobe. It is a centrist political commentary. Check it out.

thanks

tom

Amanda, I was signing on to sing the merits of independent schools in general and the Hackley School (I am a proud alum) specifically. As I read your post, I thought, jeez, she could be describing Hackley and I don't have anything to add. You did a beautiful job setting forth why a small, quality school is a wonderful environment. And to prove I know what I'm talking about, assuming they still make the distinction, do you have AD or DD today?
Best of luck, Erin! I can't wait to see how you enjoy the shift and I am so impressed by your bravery in making the change.

Educating the overprivileged: That's a real step up from that nasty, hypocritical university system. Your sacrifice is heart-warming, really.

What a way to make a difference!

Frudney, I am guessing you have limited exposure to the system, since your comment suggests you don't understand it. Most good secondary private schools try very hard to provide for economic and cultural diversity. It isn't about rich kids, that's a common misperception. Many of my old school's biggest success stories went through on full rides, credit the school with the success they've enjoyed post-school, and regularly give big bucks so the school can continue to reach out to those who can't pay full freight. Private schools are not for the rich.

It's good to hear that the wealthy can afford to subsidize a few hardluck cases.

The statistics, however, hardly bear out the idea that private schools are for everybody. Less than half of US private schools had students who qualified for the National School Lunch Program in 99-00; 99% of public schools did.

But this is America, right? No poor people here. Everybody's middle-class.

Random Penseur and Frudney, comments for you both-

1. Yep, I was overseeing DD (one kid).

2. I am always interested to see how different individuals deal with the hand that they are dealt, and I would say that the kids at H. are like kids everywhere else, and deal with alot of the same issues that many kids this age deal with. I would also say that yes, alot of them come from a privileged background, some come from a background where every extra dollar they earn and then some goes to paying for school because the education is something they really want, and some of them come from a background of economic hardship. I would also say that most of them understand that with privilege comes responsibility--did you know that a few weeks ago our group was in the top 5 largest to have registered for the AIDS walk in NYC on Monday? Since I have been there, I have seen more active participation in community service, both within the school and without, than I ever witnessed during my time at two state universities or at any public school. They organize and plan their own activities, and these often continue long after that particular group of kids is gone. Does this mean that every students "gets it"? Of course not, but I would also say that just because a kid goes to a public school doesn't mean they appreciate the suffering of others, either.

3. Frudney, also to respond to a rather snide comment: Let's say I am considering applying to a public school where the pay is MUCH better than what I receive now, by the way. It's a common misconception that teachers at private schools are paid the same amount or more than public school teachers. I assure you, we aren't. Right now, I am ABD (all but dissertation), which means I have to seriously think about whether or not it is in my best interests to continue for my PhD. At least two people I know who actually have a PhD and have applied for a position in a public school have been turned down as "overqualified"! With the economic issues surrounding public education and the job market in general, having a PhD can, in all too many cases, be a liability. Why hire a PhD at a higher salary when you can hire someone with a fresh BA at the state minimum? Not to mention that an individual who already has an MA or PhD and many years of teaching experience still has to shell out money for his or her own teaching certificate (usually 1-2 years of full-time coursework at the graduate level, not including student teaching), which public schools do not subsidize and private schools often will. The curricula of public schools are often so set in stone that teachers do not get a chance to be innovative or change lesson plans to suit a specific class, let alone an individual, since deviation from the state-wide mandate can interfere with a school's accredidation. Perhaps if some of these problems were addressed, more people would be inclined to look into teaching at public schools. My point is, there are numerous considerations that go along with a change in career to secondary education. It's not a cut-and-dried decision.

(Erin, I am sorry I randomly started posting such long comments!)

Less than half of the private schools had children who qualified for the school lunch program? Frudney, that's still a huge number (and the way you put it sounds like it was probably pretty darn close to half). Indeed, I submit your comment proves too much. It proves that private schools are not havens for the rich. If almost 50% hits that particular poverty line, that is a school with economic diversity.

Amanda, based on your well written, well thought out comments, I am pleased to conclude that H. is still hiring bright and motivated teachers. The kinds of teachers who made my time in private secondary school the highlight (well, just about) of my formal educational experience. I hope Erin finds the same satisfaction you do and I further hope she ends up at a wonderful an institution.

Well Frudney, I wonder just how far under the poverty line you were growing up? I was way under and I have no criticisms at all of the author of Critical Mass.

I can only applaud her.

Nice try, Random, but it doesn't indicate that at all.

Among schools participating in the school lunch program, public schools had an average of 42% of their student body eligible, private schools 10%. That doesn't bespeak economic diversity at all, particularly when private schools tend to have much smaller student bodies.

Amanda, I have no idea how your anecdotes address anything I wrote. I appreciated the Stan Lee paraphrase, though--- With great power comes great responsibiliy. Maybe we can get it carved on a plaque and present it to the erstwhile professor as a keepsake.

Lastly, Ethesis, I have no intention of sharing or comparing bootstrap stories with you. I'm just here to bask in Erin O'Connor's reflected glory.

If you can name a single public school system in a poor area that would willingly hire a Ph.D. like Erin O'Connor; that would encourage her to teach in a way that inspires students; and in which she wouldn't be bound by rigid curricula forged by several levels of ignorant bureaucrats, please let us know. Most public school systems--including the wealthy ones--aren't looking for Erin O'Connors.

Random Penseur (6:48pm) and Ethesis (6:56pm),

Thanks for your thoughtful takes. Since it helps to provide links when bringing new information to a comments thread, **here's one** on subsidized lunch eligiblity. The most relevant information is that almost all public schools participate in the subsidized lunch program, with 42% of students eligible. Half of private schools participate, and 10% of their students are eligible. This figure breaks down to ~7% of religious schools' students, versus 30% of nonsectarian schools' students.

All of which would allow one to conclude that (1) private-school students, on average, come from less-poor families than do public-school students, and that (2) there are substantial numbers of less-well-off students in private schools.

If that is the most important criterion on which to base one's career choices.

I have to say that I think Erin is crazy for leaving a tenured position at the University of Pennsylvania to teach in a private school.

Regarding previous postings--I went to good private schools K-12, and I'd provide ammunition for both sides. My high school did try to provide scholarships for some working class and lower-middle class kids, and it was a badge of pride in the neighborhood in which I was raised to be able to send a child there. That being said, the overwhelming majority of students was upper middle class and above. I don't regret having gone there, and I'm grateful that my parents sent me there. I hated it anyway. All school sucks.

This isn't a moral issue, and if Erin O'Connor thinks she is somehow making a principled stand, she is deluding herself. Nevertheless I concur that teaching in an independent school can be a great career option for teachers and a wonderful advantage for students. I hope she enjoyes it, and I hope that she's smart (if hypocritical) enough not to give up her tenure at Penn permanently.

There is a world of difference between participating in the exploitation and corruption of graduate students and those about to become graduate students and providing quality service for which one is paid. I'm sorry that some people don't understand the difference.

My daughter goes to public schools, but they are in Plano, Texas where the private schools are vastly inferior and, for the most part (I'm excluding those to the south, such as St. Marks) teach religious seperatists. It is rare to have a teacher in the high or sr. high schools here who does not have at least a masters.

I appreciate that Frudney is here '-only to bask in the reflected glory-' -- i.e. only to find a place to be snarky where peole will notice. The blunt honesty that Frudney explains that he/she is really just a troll is refreshing. There will always be trolls.

As there will always be false distinctions.

All said, I've friends who teach high school for private schools to the south and who love it. I've known a lot of teachers who loved it. Myself, I got bounced out of the program I was adjuncting for because I mistakenly told the students the truth about their employment prospects in the context of teaching them how to evaluate and plan them.

I wouldn't learn until much later that most programs don't pay 250 to 300 a class session for teaching (I was perplexed that people were complaining about a hundred dollars an hour until I found out thay weren't getting that much).

Anyway, I just really wanted to leave a word of encouragement for the author of Critical Mass. I've had friends who blogged and trolls actually affected them. Just wnated to do the opposit.

I've disagreed with a lot of what Prof. O'Connor has had to say on her blog over the last several months I've been reading it, but I have to say that I'm puzzled by troll Frudney's criticisms of her decision to find employment in a private high school. Based on my conversations with friends and family who have taught in both public and private schools, I believe that she will find a greater number of good students there than in public schools and will have fewer discipline problems to deal with.

Why is teaching just about the only profession in which professionals are expected to be saints, to sacrifice their own needs (the need for intellectual freedom, the need for respect) for the needs of others as part of their job? And why should she not look for a job that she is going to enjoy? I would do the same if I were in her shoes.

I fail to see how erin's decision to leave penn and take a position at a private highschool is evidence of hypocrisy. last time i checked, penn was not the most affordable and accessible of institutions. in fact, i was accepted to a ph.d program there, and chose to go to a cheaper (and less prestigious) public university instead. i wonder: how many penn students qualified for the school lunch program when they were in elementary school?

It isn't hypocrisy for her to take the job. It would be hypocrisy to make a big deal of her virtue in doing so--but retain tenure at Penn at the same time. Nevertheless, that's what I would do if I were her. I think it's nuts to give up a great job for untested waters when one doesn't have to do so. I don't buy the moral argument for making such a career change, and if it's done for practical reasons one should be as practical as possible in making the change.