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 Resume  Writing for Teachers
 

Resume Writing for Teachers

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     Resume  Writing for Teachers Resume Writing for Teachers Presentation Transcript

    • Writing a Resume for Teaching 2008 Dr. Bob Mroz Based in part on the work of Ray Bowers
    • Documents Required ( Varies by school board)
      • Generally:
      • application form
      • a well-written concise covering letter (1 page)
      • a concise and clear résumé (ideally 2 pages)
      • copies of your signed summative practicum reports from associate and advisor for each block
      • a list of people who can act as references (referees), usually 2 - 3
      • letters of reference, sometimes optional
      • transcripts, normally from your undergraduate study, photocopies or unofficial copies acceptable
      • pastoral reference, for CDSBs, Catholic philosophy statement (varies by board)
    • Application Forms
      • Most Boards require an application form to be completed. - Forms are usually found on the board’s web site
      • - May require separate form for Elementary/Secondary
      • - Fill out accurately and neatly
      • - Do not cross out or use white-out
      • - Complete as much as possible – DO NOT SAY “SEE RESUME”
    • What is a Resume?
      • A resume is a concise document that clearly presents, and effectively sells, your most relevant and positive credentials for employment.
      • In your case: What are the relevant and positive credentials for acquiring a teaching position?
    • Timeframe
      • Your resume reflects your qualifications, experiences, skills etc. to date. It does not include your plans for the future, your philosophy, or what else you would like to teach.
      • It must be kept current and revised after each teaching block.
      • The resume is good only until you get your full time teaching position. After that you edit out practice teaching experience, high school references awards etc. and reformat.
    • What Does It Do?
      • Along with your practicum reports
      • and a well-written cover letter, an effective resume helps you in getting an interview for a teaching position.
    • The Best Resumes
      • Are 2 pages (font size 11-14) (to be discussed)
      • (TDSB only accepts 2 page resumes)
      • Offer a concise career history in reverse chronology
      • Are results oriented
      • Always have educational qualifications first, Degrees, Divisions
      • Well organized, consistent structure, concise clauses
      • Easily readable, standard format, common font, lots of white space, standard margins
      • Have no graphics, symbols, photographs or fancy script
      • Should be suitable for faxing or electronic filing
    • Results Oriented
      • Your resume should be results oriented, not activity oriented. A few succinct lines that discuss your accomplishments tell an employer more than a full page listing activities.
      • Sometimes your entry speaks for itself (e.g. a job you held – ‘waitress’) and requires no further information
    • Visual Representation
      • The way a resume looks is important. First impressions matter. The first time a principal/school board staff member meets you is through the application, cover letter and the resume.
      • Use a layout and font that suits you; be consistent in your formatting
      • Ensure your resume is clear and easy to read
      • Use white space effectively; lots of white space
      • Do not write under dates; dates should stand on their own
      • Suggested Fonts:
      • Arial, Times Roman, or Helvetica Why? Clarity, simplicity of design, and looks better when photocopied
    • Length
      • Ideally your resume should be a maximum of two pages (2)
      • Since you have three (3) teaching blocks you can get away with a resume that is somewhat longer (unless a Board specifies otherwise – TDSB only accepts 2 pages)
      • One of the hardest things for teachers applying for the first time is to let go of information. You must remember boards/principals are looking to hire you as a teacher. What factors contribute to this?
      • Remove any extraneous words. Edit thoroughly.
    • Consistent Format
      • There is no one right format
      • Opinions vary….and you will hear many
      • It is a matter of personal choice ensuring the basic formatting guidelines are followed
      • The format of your resume should be consistent throughout:
      • - In design; layout
      • - In the type of font
      • - In the use of fonts
    • Accuracy
      • Accuracy is important
      • Use Canadian spelling
      • Do not rely on spelling or grammar check
      • Check and recheck the accuracy of your spelling and grammar
      • Have at least two others read and edit your resume
    • Heading (first page)
      • Headings can vary
      • A heading can reflect your personal style
      • Do not get too fancy - this is the first thing that the reader sees
      • Check accuracy of your personal information. Where can you be reached – school year, summer etc?
      • Ensure your e-mail is in good taste!
      • Suggested Font Size – 16 for name; 11 for address etc.
      • Put a solid line after your heading
    • Most Common Headings
      • Robert Frost
      • 1842 King St. East
      • Hamilton, ON, L8K 1V7
      • Phone: 905.574.3555
      • E-mail: [email_address]
      • or
      • ROBERT FROST
      • 1842 King St. East
      • Hamilton, ON, L8K 1V7
      • Phone: 905.574.3555
      • E-mail: [email_address]
    • Other Ideas
      • See handout for other heading ideas
    • Second Page
      • The top of your second page and your third page, if necessary, contains your name (left) and page number (right). This can be done in the header. Do not number the first page.
      • Draw a solid line under them
      • Font Size 11
      • Example:
      • Robert Frost Page 2 of 2
      • One Reason : Often a resume is copied and faxed and the pages can be misplaced or get out of order.
    • Formats Most Common
      • EDUCATION
      • Bachelor of Education In progress
      • Brock University, Faculty of Education, St. Catharines, ON
          • Intermediate/Senior Teaching Qualifications: Accounting, Italian
      • OR
      • EDUCATION
      • Bachelor of Education In progress
      • Brock University, Faculty of Education, St. Catharines, ON
          • Intermediate/Senior Teaching Qualifications: Accounting, Italian
      Bold Italics Regular
    • Formats Most Common
      • EDUCATION
      • In Progress Bachelor of Education
      • Brock University, Hamilton, ON
      • Intermediate/Senior Teaching Qualifications: Biology and Chemistry
      •  
      • 2006 Bachelor of Science, Honours
      • McMaster University, Hamilton, ON
      •  
    • Headings to Include (All May Not Apply To You)
      • Education
      • Additional Qualifications
      • Teaching Experience or Classroom Experience (Includes Practicum)
      • Related Teaching Experience (Paid)
      • Employment History (Consider relevancy, time)
      • Specific Skills i.e., computer, second language
      • Community Outreach (Volunteer work)
      • Professional Development
    • Follow Same Format Throughout
      • Teaching Experience
      • Student Teacher - Grade 9 Applied Science
      • Nowhere Catholic Secondary School, Hamilton, ON, November 2008
          • Developed a unit on Reproduction: Processes and Applications
          • using “design-down” planning
          • Constructed, administered, and marked a unit test
          • Employment History
      • Aquatic Instructor and Pool Manager 2000 - 2002
          • Hamilton Parks and Recreation, Hamilton, ON
          • Implemented and evaluated programs and supervised staff
    • Concurrent Students
      • Education
      • Bachelor of Physical Education (Honours) In Progress
      • Bachelor of Education
      • Brock University, St. Catharines, ON
        • Intermediate Senior Teaching Qualifications: Physical & Health
        • Education and History
        • Concurrent Education Program (2004 – present)
    • Practicum
      • Under Teaching Experience include your practicum in reverse chronological order (the most recent block will always be first)
      • Identify 3 to 4 relevant things you accomplished/learned
      • - choose 3 from the classroom
      • - choose 1 (if possible, school wide)
      • Your accomplishments/what you learned must be consistent with your teaching reports
      • Just as important as what you say, is how you say it. Use action words to stress accomplishments, performance, motivation and involvement etc.
      • Use a verb to begin all entries; be clear and concise
      • No punctuation at the end of the statement
      • After each practicum you may wish to edit the previous practicum to reduce the length of the resume
    • Verbs for Teaching Resume
      • D
      • Other Verbs at: http://www.quintcareers.com/action_skills.html
      Adapted Developed Instructed Advised Directed Managed Clarified Encouraged Motivated Coached Evaluated Organized Communicated Explained Participated Conducted Facilitated Planned Constructed Guided Taught Coordinated Individualized Tested Critiqued Informed Trained Designed Instilled Tutored
    • References
      • The is a difference between a reference (referee) and a ‘Letter of Reference’
      • Boards will ask you to provide up to two or three references
      • Boards would prefer to communicate with a person who has observed you teaching
      • You will be asked to identify on your application your references with contact information. Only provide the number of references asked for – no more and no less
      • You will be asked to complete and sign a form under the Freedom of Information and Privacy Act to contact these references.
      • It is your responsibility to obtain references and permission to use them. Only use a reference when you have obtained the person’s permission to do so
      • DO NOT write on your application form or resume: References available upon request
    • References
      • In addition:
      • Attach an additional sheet with your resume listing your references with full contact information (This is not part of your resume per se.)
      • Find out from them where and how they can be contacted beyond the place of employment, especially in summer months
      • Contact information must be kept current
      • Sample Contact Information:
      • Dr. Robert Frost
      • Faculty Advisor
      • Brock University
      • 1842 King St. East
      • Hamilton, ON, L8K 1V7
      • Phone: 905.574.3555
      • Home: 905.123.4567 (Preferred)
      • E-mail: rfrost@brocku.ca
    • Resume Pet Peeves
      • Spelling, Grammatical, Typographical Errors
      • Too long (more than 2 pages – to be discussed)
      • Misleading Information (Education, Dates, Titles)
      • Dates not included or inaccurate
      • Comments from others written in resume. These belong in letters of reference. Resumes are about you by you.
      • Avoid jargon or technical terms that do not apply to teaching
      • Irrelevant job and personal information
      • Making your entry on your resume more than what it is
      • Inaccurate contact information
      • Paragraphs instead of points
      • Meaningless objectives or profile
      • Pictures, graphics, fancy scripts
      • Bolding of information that you want them to read.
    • Things You Should Not Do
      • Never sign or date your resume or put the word “resume” at the top
      • Never include any personal information, for example, age, race, marital status, sex, religion etc.
      • Never include an AQ course you have not taken
      • Be succinct. Never use sentences or the word “I”
      • Do not omit the dates of degrees, courses or jobs
      • Do not use coloured paper
      • Do not send a photo of yourself
      • Do not ever fold your resume- use a 9X12 envelope
      • Do not staple – use a paper clip; it will most likely be copied
    • Common Questions
      • Should I include my high school education in my resume?
      • Should I list all the rewards I have received?
      • What if I travelled for a year or more and had a gap in my resume?
      • If I am applying to a Catholic Board is there anything different I need to include?
      • Should I include ‘Letters of Reference’? If so, how many?
      • Other
    • The Successful Candidate
      • Has a philosophy about teaching and learning… and can articulate it!
      • Is knowledgeable about current issues, directions and technologies… both locally and provincially.
      • Can discuss the key components of programs
      • Communicates passion, excitement and enthusiasm for teaching
    • What Boards are Looking for
      • Commitment to Students and to Student Success; desire
      • Classroom Management Skills
      • Variety of Curriculum and Instructional Skills; ability to plan
      • Subject Knowledge
      • Interpersonal Skills (i.e., Team Player; Willingness to contribute to the Learning Community)
      • Openness to life long learning; openness to change
      • Skills: Computer Skills; Communication Skills; Problem-solver
      • Capacity to take direction
      • Some understanding of the bigger picture in Ontario education; current topics, issues…e.g. Student Success, Literacy, Character Education, Diversity (esp. GTA) , Differentiated Instruction…
      • Broad range of interests
    • Useful Contacts
      • Names and addresses of individual schools boards are available at the Ministry web site: http://www.edu.gov.on.ca/eng/sbinfo/
      • Links for public and catholic school boards in Ontario: http://info.educ.queensu.ca/careers/procedures/boards.html
      • Search for private schools at: http://www.edu.gov.on.ca/eng/general/elemsec/privsch/search.asp
      • Canadian Association of Independent Schools (CAIS): http://www.cais.ca/
      • Apply to Education - 202 Canadian School Boards. (Caution: Before joining make sure the board you are applying to is listed.): http://www.applytoeducation.com/
      • Education Canada – Teaching vacancies: http://www.educationcanada.com/
      • Jobs in Education (Various Countries): http://www.jobsineducation.com/
      • Workopolis (Often posts jobs in education): http://www.workopolis.com
      • Search: “Overseas Teaching Jobs” for teaching positions in other countries