You might be a new teacher applying for your first teaching job. Or perhaps you’ve already gained some experience and a good reference letter, and you’re simply browsing the net for interesting destinations to teach in.
But for some reason, nobody — or only a handful of DOSs — seems to recognise your potential, even though you’ve been sending your CV in group emails to countless language schools over the last couple of weeks. You’ve even made it through two or three phone interviews.
Well, stop for a second, think about what your potential supervisor might be thinking at the other end of the line, and learn from your own or your colleagues’ mistakes, just as you’d want your students to.
YOUR APPLICATION EMAIL:
Your email address
We all have funny ideas about email addresses, but when someone receives an email from bestteacherever@yahoo.com or badgirlgoneworse@hotmail.com, it can give a completely wrong impression of the sender.
Ergo: Use a professional email address (your own name — that’s what it’s for).
Empty emails
You might think: “I’ll attach my CV and maybe even a cover letter, then hit Send.” However, people need a reason to open attachments — empty emails are often deleted automatically due to virus suspicion.
Ergo: Address your email to the reader and, in a couple of lines, invite them to read your application (e.g. “Dear Sir/Madam, Please find my CV and letter of application attached. Should you have any vacancies, do not hesitate to contact me. Yours sincerely, XY”).
Multiple recipients
Most Directors of Studies know perfectly well that teachers choose a city or region first and then Google language schools in the area. So it’s understandable that you’re not applying to just one school, but sending out several applications at once. That doesn’t mean schools don’t want to be contacted individually — doing so makes candidates seem more genuinely motivated to work at that particular school.
Ergo: Send your application to different schools in separate emails, or use BCC.
No subject line
Viruses often spread via emails with no subject line, so computer-literate people tend to avoid opening them. Some email providers even auto-delete emails with an empty subject field.
Ergo: Write a general but professional subject line, such as “Applying for a teaching position at your institute”.
Over-the-top subject lines
Really good teachers don’t need to sell themselves with flashy language. Their CV and their conduct at interview speak for them. There’s no need for a grand subject line — in my experience, anything like “Fantastic experienced teacher looking for a job” tends to ring hollow.
Ergo: Keep subject lines modest and general (see above). If the school needs teachers, they’ll read your email regardless.
Familiarise yourself with the school’s website
There’s another way to tell whether a teacher is firing off CVs indiscriminately or genuinely wants to teach at a particular school: the former applies everywhere in exactly the same way, while the latter reads the job requirements carefully or checks the school’s website. So if a school asks you to apply by filling in a form, an email with attachments instead will likely be discarded automatically. On the other hand, if you’re simply asked to send your CV, you don’t need to attach every certificate you own along with a photo.
Ergo: Read the recruiter’s instructions on how they want to receive applications. Since they may receive thousands of applications, their first filter is often simply to eliminate anyone who hasn’t followed the requirements. You risk being filed away despite being an excellent teacher.
Be professional in how you communicate
There’s a growing trend towards being laid-back and easy-going as a teacher, which is genuinely useful in high-pressure classroom moments. As a first impression, though, it may not work in your favour. There’s no strict hierarchy between school and teacher — neither is doing the other a favour, they’re cooperating — but respect is still due. If you’re not interested in a particular place or position, bear in mind the time you and your interviewer are investing in a video call or email correspondence. Ask for any details you need in advance, and don’t hesitate to withdraw your application if the post no longer interests you. Disappearing without a word is unprofessional. Thank them for the opportunity and explain that the post no longer appeals to you.
Even if you turn down an offer, write to your contact thanking them for their time and interest. You might want to work there the following year, and DOSs don’t always forget easily.
Ergo: The way you communicate, even in awkward situations, reveals your real potential as an educator. Answer emails, thank people for every opportunity, and be honest and fair. Only then can you expect the same in return.
Not all native English speakers are teachers
Over the last fifteen years, economic pressures and a desire to shake things up — even later in life — have pushed many native speakers to leave their jobs and countries and apply for teaching vacancies wherever they can. But being a teacher isn’t the same as being a native speaker. Running a lesson isn’t just chatting with students and correcting the odd mistakes. You need to understand your own language properly (how many tenses English has, what the difference is between the zero and first conditional) and be able to pass that knowledge on. You need to manage large classes, teenagers with behavioural issues, and adults who might comment about you in a language you don’t understand. You need to know your course materials and international exams. You’re expected to be computer-literate, flexible, hard-working and always professional. Teaching is a genuinely challenging job.
There’s also a big difference between private tutoring and teaching at a private or state school. Private tutoring gives you a close, personal connection with your students; schools keep you up to date with what’s happening in language teaching more broadly. Private language schools tend to expect a significant number of teaching hours per week, while state schools will test your nerves and classroom management skills.
Ergo: Take a teacher training course before applying for jobs, and be clear about what’s expected of a teacher. Language skills alone won’t be enough.
Attachment: CV
They say there’s no second chance to make a first impression. Your CV might be your only chance. Let’s take a closer look at it.
1: What language should it be written in? The language of the country where the school is based, or English?
The administrative staff at a language school are usually local, but the DOS and HR manager are more often native English speakers, and may not speak the local language well. So it generally makes sense to apply in English.
That said, if you do speak the local language, it’s a real asset — it helps you understand the problems your students are likely to have with English.
However, showing off your language skills can also backfire: many schools follow a “no L1 in the classroom” policy, meaning teachers aren’t allowed to switch into students’ mother tongue during lessons. So, somewhat counterintuitively, not speaking the local language may actually work in your favour for the school’s image.
2. What format should it be?
There are three main CV formats: the American résumé, the British CV and the European (Europass) CV. All can look equally professional, and you can use online tools to build a polished CV without any particular word-processing skills.
The key is finding out what the school wants. Some prefer the American résumé — brief, concise, and designed to leave plenty of open questions for the interview. In the UK, or at British schools, a British-style CV is usually expected, unless another format is specified. In Italy, for instance, teachers typically send a CV in the European format, since this is what’s accepted by the government for European funding purposes.
Nota bene: If a school asks for a specific format and you send another, they may simply not consider your application. Recruiters need to scan quickly for key information, and a familiar format saves them a great deal of time. Using the requested format doesn’t diminish your individuality — if anything, it makes it easier to spot your real strengths within a clear structure.
3. How long should it be?
Not long at all — I think every HR staff member would agree on this. A longer CV doesn’t make you look more experienced. On the contrary, it can suggest you’re unable to prioritise, or that you’re padding out a lack of relevant experience with irrelevant details. Even if you have a long list of schools or experiences in mind, pick out the most relevant ones to catch the DOS’s attention.
4. Should I decorate it?
There’s a big difference between applying for a creative job and applying for a teaching job. The former calls for a creative layout; the latter needs to clearly show your qualifications and experience. Teachers are often creative people, and many become quite the performer at the whiteboard — but your CV should demonstrate how focused and analytical you are, the same skills you rely on when marking a test or giving feedback on a student’s performance.
Ergo: Keep it short and simple.
5. Should I attach a photo?
Real beauty comes from within, so photos shouldn’t really matter. That said, if you have a name that doesn’t obviously indicate your gender, a photo can help clarify this for correspondence purposes. A well-chosen photo can also help create a good first impression and prompt a quicker response to your application.
The secret is choosing the photo carefully. It shouldn’t take up a whole page (especially not the first page of your CV) — that can come across as self-important. It should be reasonably recent, not a passport photo (a good, professional-looking photo can easily be taken on a mobile phone: at your desk, in front of a bookcase, or by the whiteboard). Skip the party photos, and make sure you’re dressed appropriately. If you don’t have a suitable photo, it’s fine to leave it out.
6. What personal details do I need to reveal?
This is a delicate question, since expectations vary a great deal between countries. In some places, you can’t even be asked your date of birth; in others (mainly religious institutions), schools may ask you to state your religion.
At minimum, you should include your full name (if it’s not obviously English, indicate which part is your first name and which your surname), address, email, phone number, or other means of contact. If you have a website, add the URL at the end of this list.
Some schools ask for your age — this doesn’t necessarily mean they only hire younger teachers. In fact, some specifically look for teachers over 30, on the assumption they’ll have some post-university work experience. That said, you’re entitled to leave this out and let your experience and skills speak for themselves instead.
7. What you see is what you get
Once you’ve listed all the relevant personal and professional details, take a good look at the layout. Bear in mind it may look different on another computer, so save it as a PDF. Then reopen it and check carefully for mistakes — not just spelling or language errors, but layout issues too. Each section’s heading should appear on the same page as its content, page numbers should sit at the bottom of the page, and your name should be highlighted or repeated in the header on every page. Use tabs and bullet points properly. Show your future supervisor how competent you are with a computer — it speaks louder than any IT certificate you might have.
8. Hobbies
Here’s another detail that reveals a lot about you: your hobbies. While the name of your school might not be particularly interesting, what you do in your free time often is. Claiming you have no free time, or that your work is your hobby, are tired lines by now. An exhausted, overstressed teacher isn’t much use to any language school.
We all read, so it can be more interesting to mention what you read (novels, poetry, etc.). We all love travelling, so tell us about the most interesting trip you’ve taken.
Sport, music and similar interests are all things a recruiter can see as a way to broaden a teacher’s profile — you might be able to play guitar with Young Learners, or organise a football match between teachers and students on a Saturday morning.
Ergo: Take up a few hobbies, and make use of them both in and outside the classroom.
9. Skills
First of all, your CELTA is a qualification, not a skill — list it alongside your degree, under qualifications.
Skills generally fall into categories: communicative, organisational, computer, language, and others.
For a language teacher, strong communication skills are essential.
Teachers also need to handle registers and write student reports, so good writing skills and good organisation are essential too. Being organised with your time and materials saves a great deal of time, not just for you, but for your supervisor and colleagues as well.
When listing your computer skills, include all the software and applications you can use.
A good teacher is often a good student too — after all, how could you understand how your students feel if you’ve never been a language learner yourself? Hopefully, you can list a few languages you speak to a high level. But be careful: how you assess your own skills also shows how well you understand the European framework. If you claim proficiency-level Italian and your interviewer switches into Italian during the interview, be ready for it. Bluffing belongs at the poker table, not in a job search.
10. References
We’ve probably all received a generic, pre-written reference letter from some colleague we barely know — mostly glowing, and, if entirely true, very promising indeed.
However, few recruiters put much weight on these, since they tend to be too vague and not especially trustworthy. If a DOS wants to know more about a candidate, they’ll usually ask for an email address or phone number and contact your previous supervisor or university tutor directly. These conversations tend to be far more informative, since specific questions can be asked once some background is known. So find two people willing to act as your references.
Note: Your uncle, best friend, etc. aren’t good choices, since they’re inherently biased. A former colleague, a previous employer (ideal, since you’ve since moved on and they’re often glad to help you find your next post), or, if you lack experience, a CELTA tutor or university professor, all work well. Ask these people if they’re happy for you to list their email address and phone number on your CV, and don’t forget to note their position at the institution where you knew them.
Note: Always ask in advance. If someone is contacted without prior warning, they may give an unflattering opinion of you — and it also signals that you don’t fully understand professional etiquette.
That covers the CV itself — now let’s move on to the attachments.
Doc: IMG0084
A large, well-known language school, after posting a job advert during high season, might receive around 100 application emails a day. Candidates will be at all different stages: some may already have interviewed and be negotiating a contract, others confirming a first appointment, and others still struggling with formatting or missing documents.
Once your CV is finalised, scan the following documents: your passport, your degree certificate, your teaching qualification (e.g. CELTA), and your Certificate of Good Conduct/Certificate of No Criminal Convictions (essential if you want to work with Young Learners).
Save these as JPG files with sensible names. It’s genuinely frustrating to receive four or five attachments all named something like the heading above — the recipient then has to rename each one before saving, which, multiplied across dozens of applications, wastes a great deal of time.
Include your name (at least your surname) and the document type in the filename, e.g. william_smith_passport.jpg.
Attachment: application letter
As mentioned earlier, even if you attach your application letter as a file, include a short note in the body of the email inviting the reader to open it.
You can also write your application letter directly in the email body, but if it’s likely to be printed out, an attachment tends to look more professional.
What should the letter say? Not much — long letters rarely get read in full. Traditionally, it should run to four paragraphs:
1. Introduction (what you’re applying for, where you saw the vacancy, etc.)
2. Why you believe you meet the requirements.
3. Your motivation for teaching there, and/or something interesting about you.
4. An invitation for the reader to get in touch.
Your letter doesn’t need to summarise your CV, though you can refer to it briefly once or twice. The more interesting parts are things like:
• What made you stand out at your last workplace?
• Why do you want to teach at this particular school?
• What would your students say they appreciate about you?
• What makes you a strong candidate, or a good colleague to have on staff?
Note: Application letters are often read twice: once before the interview invitation, and again before an offer is made, to compare how you presented yourself in writing against the impression you gave at interview.
Get someone else to read your letter before sending it, to check how it comes across — and remember, nobody’s perfect; the real skill is presenting your imperfections with a light touch.
THEY’VE FINALLY ANSWERED…
Is everything done once a recruiter or DOS gets back to you? Not at all — the real process has just begun. You’ve made it past the first filter and now have their attention. Everything you do from this point until your contract begins will be remembered, so professional conduct — even in tricky situations — remains essential.
Let’s look at the following stages in more detail.
The first filter at any school is usually to check who meets the basic requirements. In Europe, these currently tend to be:
• being a native English speaker, or holding a Cambridge Certificate of Proficiency in English (CEFR C2)
• a degree
• a recognised teaching certificate (avoid purely online ones — CELTA is the safest choice where possible)
• no visa restrictions (European schools rarely help with visa applications)
So their first response to you will be based on these factors.
Keep in mind that nothing in a job negotiation is personal. They don’t know you — all they have is your CV, and those of other candidates. They’re weighing skills and qualifications, and forming an impression from a single phone or video call. So how you express yourself in your emails can genuinely make a difference.
If you get a positive response (i.e. an invitation to interview), stay calm and gracious. Avoid emailing the same DOS repeatedly to change your availability or apologise for typos — it can come across as needy. Be clear and direct. Address your email properly and close with “Regards” and your signature.
If the answer is negative, remember: nobody has ever earned a second chance by offending the recruiter. Say thank you, and ask them to keep you in mind should things change. Reflect on why you might have been turned down. If your CV wasn’t quite up to scratch, improve it. If you lack a teaching certificate, there’s no need to respond defensively, arguing you’ve always taught without one — a certificate genuinely is necessary these days, and schools that hire uncertified teachers are increasingly rare. Ask whether you can reapply once you’ve gained a certificate — you might be surprised how often they remember you a few months later (a CELTA course takes only four weeks).
As always, the golden rule is this: DOSs have long memories. Show them you’re still a strong candidate, and acknowledge their right to choose whoever best fits their school’s needs.
INVITATION TO A VIDEO CALL
Interviews through video calls are becoming increasingly common, since they add a visual element to the conversation — which only really works if you have your camera switched on.
The same basic rules apply to both video and phone interviews:
• Be punctual, but wait for the recruiter to call you.
• Be prepared — have your answers ready, along with a few questions about the school, town or job (asking good questions is one of the things interviewers assess).
• Be relaxed — breathe deeply, and think before you answer.
• Be polite — you might well be talking to your future boss.
There are also a few extra rules specific to video calls:
• Make sure you have a reliable internet connection — sound or video problems can be genuinely frustrating for both sides. If you can’t guarantee decent quality, opt for a phone interview instead and explain why.
• Aim for a smart-casual look. A just-got-out-of-bed appearance doesn’t make a great impression, so dress properly (no tie required, but a proper shirt, yes). Remember: there’s no second first impression.
• If you don’t know an answer, just say so. Interviewers sometimes ask grammar questions (e.g. “Can you give me an example of the present perfect continuous?”). If you start claiming you can’t hear the question, or that the video’s frozen, while the sound of frantic typing comes through the microphone, you’ve essentially answered the question before Google could. Don’t treat the interviewer like a fool.
• Don’t wander around with your laptop. Sit down and have everything organised nearby (a glass of water, pen and paper, etc.) — this is a real interview, just conducted online.
• Make good use of the technology: If asked for your teaching certificate, it’s genuinely impressive to send it over as a JPG on the spot. You can type tricky names into the chatbox (like your previous employer’s name), and you can point the recruiter to your website to show them any materials you’ve published.
• Send a quick follow-up note (by email or IM) afterwards, thanking them for the opportunity.
Questions & answers
There are plenty of websites offering endless lists of typical interview questions and sample best/worst answers, so I won’t spend time repeating those here.
I’ll just mention a few mistakes that should happen rarely, if ever:
1. Going on at length about your strengths while mentioning no weaknesses.
You need to know yourself, which means knowing what you’d like to improve. This might relate to language (“I’d like to brush up on my grammar”), work ethic (“I sometimes fall behind with reports”), or personality (“I should express criticism more directly — I don’t always get through to my students”). We all have weaknesses; the key is being aware of them.
Here’s a secret: if your stated weakness matches something your reference has also mentioned, it can actually work in your favour. It shows you’re able to assess yourself accurately, just as you’d assess your students.
2. If you don’t know something, at least show you’re sorry about it.
What do I mean? Something like: “How many conditionals are there in English?” — “I can’t recall right now.” Or “What are phrasal verbs?” — “They sound familiar, but I’ll pass.” Or “What do you do if a student falls behind the rest of the class?” — “I’ve never had that problem.”
Answers like these signal real incompetence. Worse still are responses like “I’ve never been asked this before” or “At my previous school we didn’t really need to know grammar.” Falling apart under the question isn’t much better either — stay calm.
Even the most experienced teachers get tough questions regularly, and they treat them as a chance to learn something.
If you don’t know an answer, apologise and promise to look into the gap in your knowledge. Less experienced teachers can sometimes redeem themselves by following up afterwards with an email answering the questions they couldn’t answer in the interview — it shows commitment and a genuine willingness to learn.
3. “I’m a native speaker, I don’t know grammar.”
This is the classic line of every native-speaker-but-not-really-a-teacher out there. You don’t need to be a walking grammar reference, but even if you favour a communicative approach, you should know the basic terminology (what a verb is, how the English tense system works, how to form an adverb of manner, the difference between the first and second conditional, etc.). Otherwise, what really separates an English teacher from an English-speaking mechanic?
So, well before the interview, start brushing up on the grammar of your own language. Michael Swan has written excellent reference books for native-speaker teachers, but you could equally start from the student’s perspective with Raymond Murphy’s English Grammar in Use, or simply work through the grammar reference section of any widely used coursebook (New Headway, New English File, Empower, etc.).
4. Do you actually know who you’re talking to?
Before any interview, it’s essential to Google the school’s name and find out something about the place you’d be moving to. Get a feel for the country, and read other teachers’ blogs about the area. Be clear on what types of courses the school offers — this may well come up later. Take notes if there’s a lot to absorb, but try not to mix up two schools you’re speaking with simultaneously, or come across as completely unprepared. This matters, since some placements can be a genuine culture shock if you’re not ready for them (50 students per class, no whiteboard, staff with very limited English, etc.).
Also be clear about what you expect from the school:
• How many hours a day are you able and willing to teach?
• Are you happy working evenings or weekends?
• Would you rather live alone or share accommodation?
• Are you willing to travel between companies or school branches?
• Do you want to teach Young Learners?
• Can you cope in a country whose language you don’t speak?
All of this becomes relevant again at the end of the interview, when you’re typically asked if you have any questions. One thing interviewers assess afterwards is whether the candidate asked useful, relevant questions.
Should you ask about the pay?
We’re often conditioned to avoid the topic of money. But you’re applying for a job that needs to pay your bills, so this is exactly the situation where it’s appropriate to ask about salary, unless the recruiter has already covered it. I’d genuinely be wary of any institute reluctant to discuss money at all. Beyond net pay, ask about the cost of living (a meal out, rent, bills, internet), and about the possibility of extra hours and how they’re paid. Ask about holidays, extracurricular duties, transport, and any likely difficulties.
Questions like these show your interviewer that you understand what you’re signing up for, and that you’ve done your homework — both valuable qualities in a teacher.
FINALLY, KNOW HOW TO SAY 'NO'
With any luck, your interview will lead to a job offer.
Respond promptly, even if you can’t give a definite answer straight away. Take the time you need to think it over, and ask for clarification or further details if necessary. Once you’ve accepted, don’t backtrack — so think it through carefully before committing.
Stay professional even if you decide not to accept. This is the real world: Teachers aren’t the only ones competing for good posts — schools are competing for good teachers too. So if you’ve already accepted another offer, let the DOS know without hesitation. Thank them for the opportunity and offer, and wish them well.
Teachers rely on plenty of soft skills, and one of the most valuable is the ability to express disagreement or criticism without making the other person feel bad — while still motivating them to improve.
Conduct yourself like a teacher in every situation.
FINAL NOTE
This is an open-ended list, based on personal experience as a recruiter for a private language school in Sicily, Italy, since 2011.
Most of the CV-related advice follows the European guidelines (see the Europass CV).
I’d like to add that I’ve had the privilege of meeting, interviewing and often working alongside excellent, professional colleagues, whose example set the high standard my school continues to follow.
They’ve also helped me prepare younger colleagues for the world of work. So take on board what you perhaps hadn’t considered before.