Career Services for Educators

For Educators

Introduction

The ARJE aims to provide accessible career and job resources for educators that align with the ARJE’s vision and desire to provide guidance, support, and advocacy for all of our members and for the advancement of the profession of Jewish education.

The resources below will provide ARJE members with resources to support members during the job search process and in their current roles. These sources will also help members continue to learn and grow as educators and advocate for themselves in their institutions.

The ARJE offers members the opportunity to speak with a mentor if they have any questions about the job search process. Our mentors are available to discuss a variety of topics, from moving to a new state to comparing jobs and more. To be connected with a mentor, please contact: office@reformeducators.org

As of Fall 2022, the ARJE will no longer facilitate the direct placement of educators in institutional roles, rather educators will be able to view job postings on our closed website and then choose to send resumes, etc. directly to institutions. The ARJE seeks to provide information about open job positions and offer career resources that align with the ARJE’s values and represent best practices in healthy workplaces the Jewish community.

The ARJE only posts positions that are transparent in salaries and benefits offered. The ARJE provides educators with resources to help advocate for themselves within institutions or in job negotiations. We also provide educators with easy to access materials to help with their professional growth and development. You can find these resources in the tab on the left side of the page entitled, “Career Resources for Educators.”

Below you will find questions to consider as you select those jobs to which you wish to apply:

  1. Does the job posting include a vision for the position rather than a list of tasks?
  2. Does the community describe itself with nuanced and reflective language, rather than with jargon such as “warm, welcoming”?
  3. How well defined is the job? Are they looking for a messiah or are they just not yet clear about the needs? If it’s the former, be careful. If it’s the latter, use the interview process as an opportunity to ask about the long-term expectations of the job.
  4. Who will be your supervisor? If it is an atypical individual (i.e. the executive director or a lay leader instead of the rabbi), use the interview as an opportunity to ask to hear more about the situation and why this person is the supervisor.
  5. Can you speak to the person currently in the position? If not, why? Is this a red flag?

ARJE Guide to Applying for Jobs

In this section, you can find information about applying to jobs, from the interview process to negotiations and giving notice.

If you would like an ARJE mentor to review your application materials prior to applying for a position, you can contact: office@reformeducators.org

Applying for a Job:

Resume

    1. Tips for writing a resume:
      1. Keep the resume to 1-2 pages
      2. Use clear and grammatically correct language
      3. Describe accomplishments in each position held, not just a list of what you oversaw or did
      4. Format the layout of the resume so that it is legible and easy to read
      5. Include references either with the resume or forward them separately to the institution. Provide between 3 and 6 references
    2. For more information, check out this resource from Novoresume.com on writing resumes

Cover Letter
Cover letters grab the attention of the institution and make them want to talk with you about the role

    1. Tailor cover letters to the specific position, explain why you want this particular job and what makes you uniquely qualified for the role
    2. For more information about formatting cover letters as well as samples, see this resource from Indeed.com

Personal Statement
It can be useful to have a personal statement prepared and written before you want to apply for new positions. That way you have a clear vision for who you are that you can draw upon in future conversations and communications and a way to check your values and goals with your potential employer’s values and goals.

    1. Some institutions may ask for a personal statement and some may not; in that case, you might choose to send a personal statement to provide a fuller picture of yourself as a candidate
    2. The personal statement is a perfect place to share your vision for Jewish education
    3. You might choose to write about other topics, such as, what personal experience motivated you to enter the field of Jewish education, or discuss a text or verse from Jewish tradition that informs your professional role and explain its significance to you
    4. To help write your personal statement, you can also look at the messages that social media provides you about the particular type of role or about Jewish education more broadly. Looking at LinkedIn or doing a Google search can also help you prepare your application materials or prepare you for the interview itself

Sample work
The institution may want you to provide a sample of your work–for example, sample lesson plans, sample program schedules, etc.

Questions to consider regarding the job description:

When applying for new positions, you may want to consider whether the job description provides the following information:

  • The religious and educational environment of the institution
  • The vision and mission of the educational program
  • The institution’s strengths and three challenges
  • The current status of our educational institution
  • The strengths of the current educational program
  • Discuss a challenging situation in the educational program in the institution
  • What the “ideal” applicant for this position looks like

Preparing for an Interview:

When preparing for your interview, one thing to consider is the type of questions you want to ask the search committee and the other institutional staff. Below you will find suggested interview questions to ask during the interview that will help you determine if the institution is a good fit for you and if you are a good fit for the institution.

Not all questions are appropriate for all groups. Think carefully about who you should ask about what.

Suggested Interview Questions:

In no particular order…

To the Search Committee:

  • What aspect of the current educational program is a high priority for the institution for the next few years, and in the long term and why?
  • How and in what ways does this institution provide support for non-typical learners and people with disabilities?
  • How does the institution/congregation interact with the local community?
  • How is the education program funded and what are the pros and cons of this model?
  • If there were no limits on the budget, what would you like to do? What would you like to see happen?
  • What are the expectations for the role of the educator in synagogue or institutional life?
  • What are your hopes and aspirations for the educational program in the coming five years?

To the Rabbi/Cantor/Other Professional Staff :

  • How long have you been with the institution/congregation?
  • How are you currently involved in the institution’s education programs?
  • If the rabbi is your supervisor, ask them to describe their supervisory style. In addition to the supervisory aspects of the relationship, what role does the rabbi envision playing in the education program?
  • Are you involved in any specific activities such as: holiday programming, Bar/Bat Mitzvah preparation, music classes, visits with students?
  • Are there aspects of the current education programming that are a particular priority for you?
  • What are your expectations of the educator?
  • (To be asked of the Administrator/Executive Director): Do you supervise administrative areas of the school? If so, which areas (support staff, budget, facility usage, purchasing)? And what support do you expect from the person in my role?
  • Men must take an active role in preventing and addressing victimization, sexual harassment, abuse, and salary inequities – these are not just “women’s issues”, therefore, how and in what ways do the men in your organization take part in dealing with and managing these issues?
  • What structures are in place for reporting and handling harassment and discrimination within the institution?

Questions to consider before having an interview:

It might be useful to review and consider your responses to the following questions before your interview. These are also great questions to consider when crafting a cover letter or personal statement.

  • What motivated you to become a Jewish educator?
  • What attracts you to this position?
  • How do you see the role of Jewish education in this type of setting?
  • What is your philosophy of education for this type of setting?
  • How do you go about developing a team among your faculty/staff?
  • Describe curricula and creative programs you have developed and implemented that were successful.
  • Describe curricula and creative programs you have developed and implemented that were not successful.
  • Explain how you would handle a disciplinary situation. Those hiring may present a specific situation and ask the applicant to respond.
  • (If applicable) How would you encourage students to remain in the program after they become B’nei Mitzvah?
  • (If applicable) How do you see your role in working closely with the rabbi, the cantor, and the school committee?
  • Do you prefer to be on the bimah, in the front row, or mixed in with the congregation and why?
  • What questions do you have for us?

Identifying Healthy Workplaces

Identifying and Creating Respectful Workplaces:

Respectful workplace cultures can be identified when applying and interviewing for positions. There are a few ways to determine if the institution has a healthy culture. You might notice some or all of the following:

What is a respectful workplace culture? What would we see if we looked at a respectful workplace?

  • Fear-driven behavior is absent; employees feel free and comfortable to be their authentic, full selves and to advocate for their needs in the workplace
  • People actively listen and assume good-will of others
  • Asking questions and asking for and receiving regular feedback happens among all employees, including those in leadership
  • Staff produce excellent work, both as individuals and collectively
  • Employees feel both comfortable and also challenged
  • The workplace encourages and requires accountability from workers at all levels

Resources for identifying workplace culture in a job interview process:

Keilim
How to spot a toxic work culture
How to spot a healthy work culture
What institutions should and shouldn't ask you in a job interview
Ta’amod

Initial Negotiations: Compensations + Benefits

Negotiating a contract is not something most Jewish educators (or rabbis or cantors for that matter) learn in their training. Some of us have other professional experience or academic background that helps, but a great many of us do not. This section will give you some things to think about before you get started. Our Executive Director, Rabbi Stacy Rigler (hyperlink email address srigler@reformeducators.org) is here to offer confidential guidance and, when desired, connect you with other educators that might be of assistance.

Things to consider:

What do I want? What do I need?
Two questions to ask yourself before starting the negotiation process are: what do I want from this position and what do I need? When negotiating for a new position, you may be reluctant to portray a negative first impression. It is important to share that you are eager to begin a relationship where you and the congregation feel respected, valued, and supported. The things that you are asking for will enable you to focus on your job and be a better educators. You want to convey that you are looking for a stable long term employment relationship and that you hope the congregation will consider your requests based on these goals.

Do I need representation?
Some educators choose to hire an attorney who specializes in labor law. This is helpful especially when you are concerned about the relationship and will not be able to represent yourself because of those concerns. Suggested language to use in this process is, "I am not using a lawyer in order to be adversarial, I am using one so I can ensure that a trained professional is handling the negotiation while I focus on building a positive relationship with the community. If the congregation is using an attorney, even in a volunteer capacity it's recommended that you have an attorney as well. You should always have an attorney review language in any contract you sign. If they write it in the contract there is a reason and you are not best educated to understand the repercussions of what you sign without consulting a lawyer.

Below are more resources to help you with any questions you may have about negotiations, compensation, and benefits:

  1. Pay Equity Resources from the Women of Reform Judaism
  2. Salary Range Transparency Toolkit from the Gender Equity in Hiring Project
  3. ARJE Compensation and Benefits Study 2020
  4. Contract Negotiation Sampler
  5. Retirement Considerations
  6. Family and Medical Leave Policy Standards

Giving notice to your current institution:

There are a few scenarios in which you might be giving notice:

  1. Applying for a job that you may or may not take. You might need to give notice because you are contractually obligated to do so, because taking a new job would involve breaking a contract, or because once you apply for a job it is possible that your employer will find out about your application.
  2. You have a new job: If you are leaving for a new job, be sure that the job is firm, the contract is negotiated and signed before letting others know.

Giving notice can raise our anxiety levels. In most situations, particularly when the decision is voluntary, colleagues and supervisors will be understanding. In the best scenarios, the parting is bittersweet - sadness for the loss on all sides and happiness for you as you move on to new challenges and growth. When giving notice, then, be positive and assume the best.

Consider the order in which you notify people of your decision. Who you notify first depends on your institution; in some communities, you might tell your supervisor first or you may tell your closest colleagues first. Some people may already know because you have asked them for references for your next position. When approaching others, begin with gratitude for your time at your current institution and its people. Briefly name and describe your new position. In most cases the conversation will be short as people absorb the news. Don’t take this personally, it’s part of the process. Many employers will give instructions on who is to be notified and when, consult your supervisor to ensure you are helping with communication.

Be careful to review your current employment agreement carefully to understand if you are obligated to give notice before entering the search process and to whom. Remember, once you send an inquiry to another position the ability to control who might find out about your application is no longer yours.

Selecting References:

Below you will find tips on how to select references when applying for a job:

  • Consider previous supervisors or employers with whom you have had a meaningful relationship and connection. They know you well. They have seen you thrive and grow through challenges
  • Consider asking someone who will be able to speak to the particular skills and qualifications that are part of the specific job you are applying for
  • Consider people who have known or worked with you in the last 2-3 years Consider asking one of your employees who reported to you (a teacher, member of your staff), who can speak positively to your qualities as a supervisor and leader
  • Consider a mentor. This could be a recent professor/teacher, coach, rabbi/cantor/educator, senior colleague. A mentor is someone who is often an older, more experienced professional who has worked with you towards your own professional growth.
  • Recent graduates – use your faculty! The faculty with whom you have been learning for the last couple years, can speak to your ability to translate your learning into real world applications
  • Avoid using family friends or relatives. References should be people who know you in work or academic settings

Tips for communicating with your references

  • Ask before you list someone as a reference. Don’t just assume that someone will be happy to serve as a reference for you. In the request confirm their preferred method of contact. do it for you
  • Let them know if there is anything in particular you want them to emphasize or talk about when speaking to the potential employer, why you are interested in the position, and where you are in the process.
  • Write a thank you note!

Career Resources for Educators

Below are resources that you can use during the job search process and in your current position.

The Educator’s Guide to Healthy Workplaces:

Identifying and Creating Respectful Workplaces:

Respectful workplace cultures can be identified when applying and interviewing for positions. There are a few ways to determine if the institution has a healthy culture. You might notice some or all of the following:

What is a respectful workplace culture? What would we see if we looked at a respectful workplace?

  • Fear-driven behavior is absent; employees feel free and comfortable to be their authentic, full selves and to advocate for their needs in the workplace
  • People actively listen and assume good-will of others
  • Asking questions and asking for and receiving regular feedback happens among all employees, including those in leadership
  • Staff produce excellent work, both as individuals and collectively
  • Employees feel both comfortable and also challenged
  • The workplace encourages and requires accountability from workers at all levels

How can we, both as individuals and as institutions, build and steward this kind of culture?

  • Ask ourselves:
    • What does it feel like to be in this environment? What is the emotional climate like? Is it too hot, too cold, too comfortable?
    • Is there collaboration among the employees? Does everyone understand the systems in place?
    • Are we showing up in the ways that we want others to show up for each other? What can we do to be better?
  • Create a culture where feedback and asking questions occurs constantly, not just periodically
  • Through continuing professional development, provide employees with skills to learn how to give and receive feedback, listen, and have uncomfortable conversations t
  • Ensuring that all members of the organization feel their voice is being heard and represented
    • This can be through affinity spaces
    • This happens when we include marginalized members of the institution on committees and teams making decisions
  • Create a sense of safety so that everyone can be vulnerable and participate fully in the institutional culture

How do respectful workplace cultures prevent bullying, harassment, and abuse?

  • These cultures inspire people to speak up when they see or hear things that do not fit in the culture → these types of workplaces inspire action and responsiveness to both small and large infractions when workplace culture norms are violated
  • Because a culture has been created, there is accountability and consequences for inappropriate behavior
  • They allow for individuals to show up as their full-selves to the space, which inspires people to do their best work and to buy into the workplace culture.

What are some ways we can uplift the voices of victims of workplace harassment or abuse? More broadly, what can we do to change our workplaces so they are respectful, safe, and equitable places?

  • We should normalize having difficult conversations and normalize people speaking up about inappropriate behavior
    Conversation = culture → we must start with having conversations about what kinds of changes we want to see in our institutions and conversations about inappropriate situations
  • Reframing these conversations–having these conversations is not gossip or lashon ha rah!
  • We need to move away from the idea that calling out “bad” behavior is lashon ha rah; actually, it’s a mitzvah and our duty to call it out and it is more damaging for the community and victims to remain quiet in the face of hurtful behaviors
  • We want to acknowledge that we’re human and will make mistakes in changing our institutional cultures and that’s ok!
  • Rather than waiting for the “right” moment to do the work, we shouldn’t hesitate to begin, and should start by having conversations about our institutional values, needs, and vision for change

Resources for identifying workplace culture:

  1. Keilim
  2. How to spot a toxic work culture
  3. How to spot a healthy work culture
  4. What institutions should and shouldn't ask you in a job interview
  5. Ta’amod

Negotiations, Compensation and Benefits (Pay Equity):

Negotiating a contract is not something most Jewish educators (or rabbis or cantors for that matter) learn in their training. Some of us have other professional experience or academic background that helps, but a great many of us do not. This section will give you some things to think about before you get started. Our Executive Director, Rabbi Stacy Rigler is here to offer confidential guidance and, when desired, connect you with other educators that might be of assistance.

Things to consider:

What do I want? What do I need?
Two questions to ask yourself before starting the negotiation process are: what do I want from this position and what do I need? When negotiating for a new position, you may be reluctant to portray a negative first impression. It is important to share that you are eager to begin a relationship where you and the congregation feel respected, valued, and supported. The things that you are asking for will enable you to focus on your job and be a better educators. You want to convey that you are looking for a stable long term employment relationship and that you hope the congregation will consider your requests based on these goals.

Do I need representation?
Some educators choose to hire an attorney who specializes in labor law. This is helpful especially when you are concerned about the relationship and will not be able to represent yourself because of those concerns. Suggested language to use in this process is, "I am not using a lawyer in order to be adversarial, I am using one so I can ensure that a trained professional is handling the negotiation while I focus on building a positive relationship with the community. If the congregation is using an attorney, even in a volunteer capacity it's recommended that you have an attorney as well. You should always have an attorney review language in any contract you sign. If they write it in the contract there is a reason and you are not best educated to understand the repercussions of what you sign without consulting a lawyer.

Below are more resources to help you with any questions you may have about negotiations, compensation, and benefits:

  1. Pay Equity Resources from the Women of Reform Judaism
  2. Salary Range Transparency Toolkit from the Gender Equity in Hiring Project
  3. ARJE Compensation and Benefits Study 2020 (Members Only)
  4. Contract Negotiation Sampler
  5. Retirement Considerations
  6. Family and Medical Leave Policy Standards

If you have questions or concerns and would like help or advice with negotiations, the ARJE can connect you with a mentor. You can contact Executive Director Rabbi Stacy Rigler at srigler@reformeducators.org she will be happy to speak with you confidentially and, if desired, to l connect you with other educators who might be of assistance.