Mock Job Fair: A Win-Win Partnership for Districts and Preservice Educators

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Mock Job Fair: A Win–Win Partnership for Districts and Preservice Educators 

School districts are experiencing critical staff shortages with the most severe shortages concentrated in the highest-needs schools. The authors' Educator Preparation Program at Governors State University implemented a mock job fair pilot for their candidates around three complementary goals: (a) to improve our candidates' interview confidence, (b) to connect high-needs school districts with high-quality candidates for employment screening, and (c) to mitigate the inequitable access to social networks for our diverse candidates' job searches. The authors partnered with six high-needs school districts located in their geographic region. At the event, candidates rotated in small groups to tables staffed by each partner who posed one or more interview questions and provided feedback to each candidate. Feedback on exit slips was overwhelmingly positive. Candidates reported increased confidence from practice and improved skills from reciprocal learning. Of critical significance, many candidates reported an increased interest in employment in high-needs schools. School district participants reported identifying one or more candidates they planned to invite for a follow-up interview, and all affirmed their interest in participating in future mock job fairs. The authors will continue this event in future semesters, expanding the geographic region of partner school districts to meet the needs of their candidates.

Keywords: high-needs schools; preservice teachers; teacher hiring; teacher labor markets; teacher recruitment; teacher shortages

At Governors State University, our nationally accredited Educator Preparation Provider (EPP) program prepares diverse educators in several Illinois licensures. During 2023, we collaborated with six diverse and high-needs school district partners challenged by low student performance and many educator positions filled by underqualified staff with provisional or emergency licensures ([3]; [10]). These partners needed creative strategies to recruit fully licensed educators—especially potential applicants who had not considered employment opportunities in high-needs schools ([15]). Thus, our partnership was initiated to accomplish three complementary goals regarding educator employment. First, our preservice teachers (candidates) needed support to increase their interviewing confidence. We had previously implemented a job search seminar during the final semester of the program but without authentic interview practice ([12]). Second, our partners face critical staffing challenges. Mirroring education labor shortages throughout the United States ([4]), Illinois schools are challenged by high staff turnover, unfilled positions, and inequitable personnel distribution—with 80% of unfilled educator positions concentrated in only 20% of schools ([1]; [6]). By participating in an expanded seminar schedule that included mock interviews, partners could increase their opportunities to hire quality educators through an early screening of potential applicants. We also hoped to mitigate inequitable educator distribution by stimulating candidates' interest in high-needs schools ([2]; [8]). Third, we were concerned that our diverse candidates lacked equitable access to social networks for job searches ([10]). We hoped that, in addition to connecting our candidates with employers, our partner districts would promote our candidates within their own professional networks ([7]; [11]).

Therefore, we implemented a mock job fair pilot with structured compact interviews ([14]). Knowing the influence of geographical proximity on educator employment ([5]; [9]), we targeted partners within our immediate region. To prepare our candidates for interviewing, two faculty with principal leadership experience presented a comprehensive job search seminar to all student teachers. Candidates were coached on their initial "handshake" with a script to briefly introduce themselves, explain their licensure and employment goals, and provide a printed copy of their resume to each district. We reviewed sample interview questions and rubrics, taught several interview response strategies, and explained why succinct answers were appropriate for the compact mock interviews but typical interviews warrant expanded responses.

Four weeks after this informational job search seminar, candidates attended a mock job fair on campus. To reduce their anxiety, candidates rotated in small groups, meeting with representatives from each of the six partner districts for 10 minutes. Candidates were required to wear interview attire, explained to be formal business apparel, demonstrating professionalism and a high level of interest in the employer. Each district was assigned a numbered table and one preselected required question to ensure all teaching domains were adequately sampled ([13]). As time permitted, partners asked additional questions, provided supportive feedback, and with passion for equity and diversity in education advocated employment in their districts, reminding candidates of the intangible but significant rewards of teaching in high-needs schools ([15]).

Feedback and Future Direction

At the conclusion of the event, we displayed QR codes to collect online exit slips from our candidates and partners. All candidates considered the event a positive experience, allowing them to practice necessary interview skills in a real-world setting. Of special importance to our partners from high-needs schools, many candidates reported increased interest in seeking employment in high-needs schools.

Candidates described enhanced confidence and lessened anxiety after interview practice and receiving feedback from participating partner districts. An unanticipated outcome for candidates was their reciprocal learning resulting from the small-group rotations. Candidates noted the small-group interview structure permitted them to build on and adjust their answers as they listened to each other. This structure increased candidates' clarity about what constitutes a high-quality answer and facilitated their ability to revise and elaborate on the spot. Their collaboration resulted in stronger answers with each rotation.

Partner districts also shared positive feedback, all indicating they would return for opportunities to interview our future candidates. All stated that one or more of the candidates briefly interviewed in a group that day would be invited for individual follow-up interviews. Moreover, all attending partners enthusiastically affirmed their participation in future mock interview events.

Based on survey comments, adjustments for future events will include organizing interview times and participating districts by candidates' licensure level. We will also expand the geographic area of invited school districts. Candidates seeking employment closer to their homes will provide opportunities for building relationships with additional school districts.

Overall, feedback confirmed the mutual benefits of continuing this partnership event in future semesters. We hope our account will encourage other EPPs to create similar events, providing aspiring educators with opportunities to gain additional perspective about teaching in high-needs schools as well as opportunities to practice essential interviewing skills.

By David L. Conrad; Candace Smith and Glenna L. Howell

Reported by Author; Author; Author

david l. conrad, edd , is an associate professor of educational administration and assistant dean in the College of Education and Human Development at Governors State University in University Park, Illinois, United States. He teaches graduate courses in leadership, school law, and education finance. A former middle school principal, he focuses his scholarship on education policy and leadership preparation.

candace smith, edd , is an assistant professor of early childhood education in the College of Education and Human Development at Governors State University in University Park, Illinois, United States. She teaches graduate and undergraduate courses in early childhood methods and educator supervision. A former kindergarten through middle school principal, she includes whole child development, social emotional learning through school culture development, trauma informed practices, antiracist program development, and strategies to eliminate administrator burnout among her research interests.

glenna l. howell, phd, psyd , is an associate professor of elementary education in the College of Education and Human Development at Governors State University in University Park, Illinois, United States. She coordinates the elementary education licensure programs and teaches undergraduate courses in elementary education methods. Her scholarship most recently has focused on the role of mindfulness in developing preservice teachers' social emotional competencies.