http://www.findingfureverhomes.org.uk/

If I were to say I support these guys and gals, it would be an understatement, these and others just like them do an extremely difficult job. Alison, Lily and I went to Battersea dogs home earlier this year, and as we went around I couldn’t help myself, I shed a tear. Some of the residents had received such awful abuse, you wouldn’t wish it on your worst enemy, ever! add them to your network they will follow back.

How to write a CV when you lack direct work experience Don’t let a lack of work experience put you off applying for a job where you meet most of the requirements, says Clare Whitmell

It’s important to adapt your CV if you lack work experience for a particular job vacancy. 
Don’t let a lack of work experience put you off applying for a role where otherwise you meet most of the requirements. Instead, make the most of your other qualities: your skills, attitude, potential and enthusiasm.

Identify what qualifies you for the role

It isn’t only paid experience that counts. Voluntary or community involvement, work placements, coursework, personal projects and extracurricular activities can all be highlighted to show your suitability. Think from the employer’s perspective – decide on the most interesting factors, where you have used relevant skills, and then make these prominent on your CV.

For instance, this graduate CV highlights education and training, including achievements and endorsements, while this CV demonstrates how to emphasise project work above less relevant work experience. Breaking down each project into target, result and learned competencies shows relevant skills and achievements in context.

Make yourself irresistible to an employer

One of the hardest things to do convincingly on a CV is to convey desirable personality traits. Just writing that you are enthusiastic or motivated without giving supporting details isn’t enough. Instead, demonstrate through examples.

Starting something from scratch and overcoming hurdles can show resourcefulness and determination. For instance: “Launched a local skills-swapping service to slash household expenditure. Found free advertising channels, and enabled residents to make combined estimated savings of more than £10,000 in first year.” You can use examples like this to illustrate other characteristics such as an ability to get on with others, or organisational and communication skills.

Holding down a job to help family finances or pay your way through college can reveal humility and a strong work ethic: “Consistent work record: held variety of part-time roles since the age of 16 to contribute to educational costs.” Learning about a role or sector through online communities, upskilling through tutorials or conducting your own projects all show enthusiasm – it could fit into the education, training or skills section of your CV.

Graduate employers like applicants who can demonstrate these personality traits, as well as attributes such as numeracy and commercial awareness, which you could show through retail, marketing or sales work.

Quantify achievements where possible (how much money saved, percentage of time reduced, etc) and mention instances where you were promoted, rehired, or given greater responsibility.

Speak the same language 

This is especially the case for career changers, but all applicants should aim to use language that an employer would expect to see from an ideal candidate. Include keywords throughout your CV, in job titles, skills, and in how you describe your work experience. In this example, the course modules (international finance, risk management, etc) are keywords in their own right, and are included in the skills section, titled “specialised knowledge”. 

Experiment with layout 

You don’t need to always use a strict chronological work history format or have the same section order. Put the most important information first – relevant project work can come before less relevant employment, while voluntary projects bridging your move into a new career could come before current, paid work. 

You can be flexible with layout and include additional sections for work that is less relevant, or earlier in your career. You can also put your education before your work experience, or extract relevant course work and place that prominently. 

Don’t be tempted to flesh out a CV with long, rambling paragraphs and irrelevant details to compensate for a lack of work experience. Instead, write leanly and concisely, and focus on making it easy for your reader to find key information. 

Consider putting a summary of stand-out points at the beginning of your CV. Put your name and contact details at the top of the page, then use the job title itself as a heading. Under this, summarise key details such as years’ experience in a particular skill, project experience or summer placements at that company, or a short branding statement highlighting your strengths and attributes. A couple of lines in note or bullet-point format (rather than entire sentences) can work well. Include a brief cover letter explaining your reasons for applying, and interest in the company. 

This content is brought to you by Guardian Professional. 
Kind regard

20 Ways to Provide Effective Feedback Courtesy of http://www.teachthought.com/

1. Feedback should be educative in nature. 
Providing feedback means giving students an explanation of what they are doing correctly AND incorrectly. However, the focus of the feedback should be based essentially on what the students is doing right. It is most productive to a student’s learning when they are provided with an explanation and example as to what is accurate and inaccurate about their work. Use the concept of a “feedback sandwich” to guide your feedback: Compliment, Correct, Compliment.

2. Feedback should be given in a timely manner

When feedback is given immediately after showing proof of learning, the student responds positively and remembers the experience about what is being learned in a confident manner. If we wait too long to give feedback, the moment is lost and the student might not connect the feedback with the action.

3. Be sensitive to the individual needs of the student.

It is vital that we take into consideration each student individually when giving feedback. Our classrooms are full of diverse learners. Some students need to be nudged to achieve at a higher level and other needs to be handled very gently so as not to discourage learning and damage self-esteem. A balance between not wanting to hurt a student’s feelings and providing proper encouragement is essential.

4. Ask the 4 questions.
Studies of effective teaching and learning (Dinham, 2002, 2007a; 2007b) have shown that learners want to know where they stand in regards to their work. Providing answers to the following four questions on a regular basis will help provide quality feedback. These four questions are also helpful when providing feedback to parents:
  • What can the student do?
  • What can’t the student do?
  • How does the student’s work compare with that of others?
  • How can the student do better?
 

5. Feedback should reference a skill or specific knowledge. 

This is when rubrics become a useful tool. A rubric is an instrument to communicate expectations for an assignment. Effective rubrics provide students with very specific information about their performance, comparative to an established range of standards. For younger students, try highlighting rubric items that the student is meeting or try using a sticker chart.

6. Give feedback to keep students “on target” for achievement.
Regular ‘check-ins’ with students lets them know where they stand in the classroom and with you. Utilize the ‘4 questions’ to guide your feedback.

7. Host a one-on-one conference
Providing a one-on-one meeting with a student is one of the most effective means of providing feedback. The student will look forward to having the attention and allows the opportunity to ask necessary questions. A one-on-one conference should be generally optimistic, as this will encourage the student to look forward to the next meeting.

As with all aspects of teaching, this strategy requires good time management. Try meeting with a student while the other students are working independently. Time the meetings so that they last no longer than 10 minutes.
8. Feedback can be given verbally, non-verbally or in written form. 
Be sure to keep your frowns in check. It is imperative that we examine our non-verbal cues. Facial expressions and gestures are also means of delivering feedback. This means that when you hand back that English paper, it is best not to scowl.

9. Concentrate on one ability.

It makes a far greater impact on the student when only one skill is critiqued versus the entire paper being the focus of everything that is wrong. For example, when I taught Writer’s Workshop at the elementary level, I would let students know that for that day I was going to be checking on the indentation of paragraphs within their writing. When I conferenced with a student, that was my focus instead of all the other aspects of their writing. The next day would feature a new focus.
10. Alternate due dates for your students/classes. 
Utilize this strategy when grading papers or tests. This strategy allows you the necessary time to provide quality, written feedback. This can also include using a rotation chart for students to conference with at a deeper more meaningful level. Students will also know when it is their turn to meet with you and are more likely to bring questions of their own to the conference.
11. Educate students on how to give feedback to each other. 
Model for students what appropriate feedback looks like and sounds like. As an elementary teacher, we call this ‘peer conferencing’. Train students to give each other constructive feedback in a way that is positive and helpful. Encourage students to use post-it notes to record the given feedback.
12. Ask another adult to give feedback. 
The principal at the school I taught at would often volunteer to grade history tests or read student’s writing pieces. You can imagine how the student’s quality of work increased tenfold! If the principal is too busy (and most are), invite a ‘guest’ teacher or student teacher to critique work.
13. Have the student take notes. 
During a conference over a test, paper or a general ‘check in’, have the student do the writing while you do the talking. The student can use a notebook to jot down notes as you provide the verbal feedback.

14. Use a notebook to keep track of student progress.

Keep a section of a notebook for each student. Write daily or weekly, dated comments about each student as necessary. Keep track of good questions the student asks, behavior issues, areas for improvement, test scores etc. Of course this requires a lot of essential time management but when it is time to conference with a student or parent, you are ready to go.
15. Return tests, papers or comment cards at the beginning of class. 
Returning papers and tests at the beginning of class, rather than at the end, allows students to ask necessary questions and to hold a relevant discussion.

16. Use Post-It notes.
Sometimes seeing a comment written out is more effective than just hearing it aloud. During independent work time, try writing feedback comments on a post-it note. Place the note on the student’s desk the feedback is meant for. One of my former students had a difficult time staying on task but he would get frustrated and embarrassed when I called him out on his inattentive behaviors in front of the class.
He would then shut down and refused to do any work because he was mad that I humiliated him. I resorted to using post-it notes to point out when he was on task or not. Although it was not the most effective use of my time, it really worked for him.

17. Give genuine praise. 
Students are quick to figure out which teachers use meaningless praise to win approval. If you are constantly telling your students “Good Job” or “Nice Work” then, over time, these words become meaningless. Make a big deal out of a student’s A+ on that vocabulary test. If you are thrilled with a student’s recent on-task behaviors, go above and beyond with the encouragement and praise.
Make a phone call home to let mom or dad know how thrilled you are with the student’s behavior. Comments and suggestions within genuine feedback should also be ‘focused, practical and based on an assessment of what the student can do and is capable of achieving’ (Dinham).

18. “I noticed….”
Make an effort to notice a student’s behavior or effort at a task. For example; “I noticed when you regrouped correctly in the hundreds column, you got the problem right.” “I noticed you arrived on time to class this entire week.” Acknowledging a student and the efforts they are making goes a long way to positively influence academic performance.
19. Provide a model or example.
Communicate with your students the purpose for an assessment and/or feedback. Demonstrate to students what you are looking for by giving them an example of what an A+ paper looks like. Provide a contrast of what a C- paper looks like. This is especially important at the upper learning levels.
20. Invite students to give YOU feedback.
Remember when you finished a class in college and you were given the chance to ‘grade’ the professor? How nice was it to finally tell the professor that the reading material was so incredibly boring without worrying about it affecting your grade? Why not let students give you feedback on how you are doing as a teacher?
Make it so that they can do it anonymously. What did they like about your class? What didn’t they like? If they were teaching the class, what would they do differently? What did they learn the most from you as a teacher? If we are open to it, we will quickly learn a few things about ourselves as educators. Remember that feedback goes both ways and as teachers it is wise to never stop improving and honing our skills as teachers.

Harland Cafe

Harland Cafe
 
We’re still looking for staff, so if you want to be included in the next round of interviews, drop your CV to info@harlandcafe. You’ll need to have food preparation skills, great customer service and the stamina to survive the day when the Blades are playing at home and the queue’s around the block!
https://www.facebook.com/pages/Harland-Cafe/183104271775506

I’d like to take this opportunity to introduce to our group, Gillian Kitchen

I’d like to take this opportunity to introduce to our group, Gillian Kitchen

Founder of Apprenticeships LifeTop Contributor

Good morning everyone,
Earlier this week I had the pleasure of meeting (by phone) and discussing Gillians quest to find out how we in the industry are preparing for the forthcoming new gov, initiative I’ll let Gillian explain in the message sen to me:

Workforce development strategies to meet the demand for additional early learning places for two year olds
Thank for taking the time to talk to me today. As I mentioned I am currently working on a report for the National Day Nursery Association commissioned by Hempsall’s to bring together examples of best practice in local authority workforce development strategies for Achieving 2 Year Olds together in a report. This work will Include, apprenticeships schemes, workplace academies with JobCentre Plus and childcare taster programmes, etc. If you have any information that you think will help me including the national contact for Health & Social care apprenticeships or any other relevant information that would be great. I only have 10 days (to be completed by 13th March) on this work so any information will be gratefully received.

So as you can see, time is running out and your views are most welcome
I have attached contact details for Gillian, any information useful to her can be posted here or send it to Gillian direct
Kindest regards
Peter Stone

gillian.kitchen@btinternet.com

http://twitter.com/changeagencynwhttp://www.thechangeagency.org.uk/

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