Resumes, Cover Letters and Philosophy
Statements for Teachers
Your guide to getting hired
Steps to Constructing Your Resume
Your resume can be a great marketing tool, but is not a substitute for effective marketing
and interviewing. Although the resume is important in your job search process, it
probably won't result in a job offer by itself. It can, however, help open the door to
interviewing opportunities, allowing for dialogue and consideration by interested
employers.
Step one: Gather your raw material.
Before you begin writing your resume, put together an accomplishments history,
including your most significant achievements from work, volunteer projects, school,
extracurricular activities, travel, hobbies and other life experiences.
Brainstorm and write down everything at this point that you feel may have merit.
Temporary headings can help you brainstorm. Following are some headings to spark
ideas and help you organize your information.
• Education (e.g., degrees, certifications, related coursework, special training)
• Related Experience (e.g., paid/unpaid, academic projects, service learning)
• Personal Achievements (e.g., financing your education, overcoming obstacles)
• Activities and Honors (e.g., student organizations, professional associations,
scholarships, academic achievements, sororities/fraternities, sports teams/awards)
• Volunteer Experience (e.g., civic groups, hospitals, tutoring/mentoring )
• Work Experience (e.g., paid/ unpaid, part/ full-time, internships, military)
• Career Related Skills (e.g., computer proficiency, foreign languages)
• Hobbies and Interests (e.g., trips, multicultural/diversity experiences)
Gather up documents related to your experiences, e.g., performance reviews, letters of
appreciation, transcripts, records of workshops and conferences attended, job
descriptions, previously completed job applications. This can be helpful now with your
brainstorming, and later as a reference for details as you assemble your resume.
Step two: Select the information you will use.
Evaluate, select, and discard your information until you have what you feel most
positively represents your background relevant to the employer needs. Tailor your resume
to best market yourself for the position. Brevity and clarity are crucial. Create the
impression that while the paper document is good, the “best is yet to come” (in an
interview). Your resume should not tell everything about you, but should include the
highlights of your training and qualifications.
Lommasson Center 154
www.umt.edu/career
1
243-2022
Revised 9/09
Step three: Choose an appropriate resume format.
There are three typical formats for resumes: chronological, functional and combination.
Following is a description of the different formats and then examples of each. Deciding
what format to use is an important decision…so give this some thought.
Reverse Chronological Resume Format
This is the traditional style resume that lists your professional experience in reverse
chronological order, starting with your most recent position. This is generally the
recommended format. The majority of resumes are written in this format, and is also the
format most employers are accustomed to seeing. This style is particularly effective in the
following cases:
• You have teaching experience (including student teaching)
• You can demonstrate measurable results from your teaching activities (for example,
“Implemented hands-on science program, culminating in five blue ribbons at the
district Science Fair”
• You've had impressive job titles (from previous or volunteer work) and/or worked or
taught in recognized organizations/schools
Functional Resume Format
This style resume became popular in the 70's and 80's, but is still viewed skeptically by
some employers. It summarizes your professional “functions” or experience and avoids
or minimizes your employment history. Keep in mind that since employers are used to
seeing reverse chronological resumes, you should have a definite reason for selecting a
functional resume format. This format is often used in the following instances:
• Older workers, since it minimizes dates
• Career changers, since it outlines transferable work skills
• Recent graduates who don't have a lot of professional experience in their field, but
DO have relevant coursework or training
• Returning employees, after an absence from the workforce, since it minimizes dates
• You want to emphasize skills you have that haven't been used in recent work
Combination Resume Format
The combination resume utilizes the best components of the chronological and functional
styles. Accomplishments are included under each position or function rather than simply
outlining duties and responsibilities. This style allows for flexibility in designing a strong
marketing tool. Again, since employers are used to a reverse chronological format,
consider this style when:
• Each position you held involved a different job description
• Have held internships/ volunteer positions directly related to teaching
Remember…you decide which format will work best for you. Take some time to look at
the example of each type of resume on the following three pages, and pick the one that
will best show off what you have to offer an employer!
Warning! There are many different ways to write a resume, and there are many different
opinions about what is good. You need to be absolutely sure that your resume reflects
who you are. In other words, do not simply copy the following resume examples and
insert your information; make the resume your own!
2
Chronological Resume Example
Alicia Douglas
353 South Ave. W.
Missoula, MT 59801
406-549-5078 ● [email protected]
OBJECTIVE
Early Elementary (K-3) classroom teaching position
EDUCATION
Bachelor of Arts in Elementary Education, The University of Montana, Missoula, MT May 20xx
Concentration: Human and Family Development
GPA 3.5
Completed 15 hours of graduate studies
CERTIFICATIONS
Montana Elementary Teaching Certificate K-8, Summer 20xx
CPR/First Aid, Missoula, MT September 20xx-Present
PROFESSIONAL EXPERIENCE
Student Teacher, Hellgate Elementary School, Missoula, MT (14 weeks) Spring 20xx
• Taught twenty-two multi-level 4th graders in all areas of curriculum
• Initiated creative writing in all content areas to strengthen reading skills
• Assisted in re-evaluation of individual education plans including observation and parent
conferences
• Developed and implemented research project on motivation
Fieldwork, Frenchtown Elementary School, Frenchtown, MT (6 weeks) Fall 20xx
• Successfully motivated eighteen 2nd grade students by implementing an active learning
environment and positive classroom management strategies
• Contributed to planning and development of thematic units in all curriculum areas
RELATED EXPERIENCE
Tutor, Youth Education Services, Missoula, MT August 20xx-December 20xx
• Tutored 4th grade math groups at Target Range Elementary
Daycare Provider, The Growing Tree, Missoula, MT May 2002-August 20xx
• Supervised children from multicultural and varied socioeconomic backgrounds
• Designed and facilitated individualized learning activities
Rest Aide, Hilltop Child Development Center, Lawrence, KS May 20xx-August 20xx
• Co-supervised 2nd-4th grade classroom and supervised playground & cafeteria
• Planned and led reading activities for special needs children
HONORS/ACTIVITIES
The University of Montana School of Education Scholarship, 20xx-20xx
Montana State Scholar, 20xx-20xx
Academic Honor Roll, All semesters
School of Education Student Organization, 20xx-20xx
The Writing Conference, 20xx. Assisted conference coordinator and attended seminars
PROFESSIONAL ORGANIZATIONS
National Education Association, 20xx-Present
Montana Education Association, 20xx-Present
Montana Association for the Education of Young Children 20xx-Present
National Council of Teachers of English, 20xx-Present
CREDENTIALS
Available from The University of Montana
Office of Career Services, Missoula, MT 59812 406-243-2022
3
Functional Resume Example
Henry Larkin
466 Hazel St.
Missoula, MT 59801
208-736-1245 · [email protected]
Education
Master of Education in Special Education, Emory University, Atlanta, GA Aug 20xx
Bachelor of Arts in Psychology, The University of Montana, Missoula, MT May 20xx
Employment
Medical Educator- Homer Hospital, Homer, LA
Therapeutic Recreation Director- St. Francis Hospital, Federal Way, WA
Experience
Special Education
•
•
Developed educational programs for hospitalized children with severe head
injuries. Performed diagnostic assessments, identification of learning styles
and compensatory strategies, and curriculum development. Consulted with
public school systems to ensure implementation of appropriate classroom
settings and teaching approaches upon student discharge from the hospital
Taught children with disabilities in a self-contained classroom. Closely
collaborated with staff of three therapy departments to successfully integrate
individual therapy goals into the educational program
Computer Consultant
•
•
Researched and adapted hardware and software for special education
programs
Collaborated with Teachers Software Company in the development of word
processing software appropriate for special education programs
Presentations
•
•
“New educational techniques for head-injured children.” ACCH 1991
“Computers as educational tools for children with severe head injuries.” Child
Development School, Emory University May 1987
4
Combination Resume Example
Harold Miller Buck
320 S. Beckwith
Missoula, MT 59801
406-721-9845 · [email protected]
Objective:
A position as a high school mathematics instructor.
Education
Master of Science in Mathematics, The University of Montana, Expected: May 20xx
Bachelor of Science in Mathematics, The University of Montana, May 20xx
Options: Statistics and Pure Mathematics
Graduated with honors
Certifications
Montana Secondary Teaching Certificate for Mathematics Expected: Summer 20xx
CPR/First Aid Certification September 20xx-Present
Qualifications
Teaching Seven years experience working as a grader, tutor, teaching assistant and teacher.
Participation in numerous teaching workshops and seminars offered through The University of Montana,
and independent reading on teaching techniques.
Coursework Calculus, real and complex analysis, linear and abstract algebra, applied and mathematical
Statistics, measure theory and probability, optimization, numerical analysis simulation. Programming in
Pascal, FORTRAN, BASIC and Mathematica.
Coaching Experience coaching team and individual sports, proficiency in cross country running,
swimming, fencing, ultimate Frisbee, chess and other sports. Some experience with lacrosse, soccer and
football.
Related Experience
Student Teacher, Big Sky High School, Missoula, MT (16 weeks) Spring 20xx
Progressively assumed teaching responsibilities in math classroom. Planned daily class and
small group instruction. Supervised independent math club. Managed student behavior and
classroom activities. Evaluated student performance through tests and daily assignments.
Teaching Assistant, The University of Montana 20xx-20xx
Conducted study sessions and office hours for undergraduate and graduate statistics and operations/
management science courses. Constructed tests and quizzes, graded tests and homework and
provided timely, lucid solution sets.
Statistical Consultant, The University of Montana 20xx-20xx
Assisted University students, faculty and staff with the application of statistics to research in the
natural and social sciences. Designed experiments, taught clients how to interpret results, suggested
analysis strategies and analyzed data.
Instructor/Consultant, Long Beach Township Beach Patrol, Long Beach, CA Summers 20xx-Present
Instructed Ocean Lifeguard Training course. Provided individual coaching in rowing and swimming.
Authored a manual for the use of surf boats in lifeguarding. Organized and directed competitions for
junior lifeguards. Designed forms and conducted statistical analyses. Editor for U.S Lifesaving
Association Magazine.
Research Assistant in Biostatistics, Pennsylvania State University, Harrisburg, PA 20xx-20xx
Collaborated with medical researchers in designing and analyzing experiments.
Assisted with introductory biostatistics course for first-year medical students. Presented paper at 20xx
Biometric Society conference in Houston.
5
Step four: Write it!
We have divided the process of writing your resume into six sections:
1. Identifying Information
2. The Objective
3. Summary of Qualifications
4. Education
5. Work Experience
6. Activities/Interests
Each section includes a description, hints and examples.
Please note! You may choose headings other than the six listed here, and you
may want to organize these headings differently. That's okay. There is not one perfect
way to organize a resume. Select the headings and organize them to best present and
describe your information. At the end of section six (Activities/Interests), we have listed
additional heading ideas.
When prioritizing the sections on your resume, and the information within each
section, think of the following question. What would be the most interesting and relevant
to the potential employer? Your answer to this question will determine what is listed first
on your resume, and within each section. Whatever you decide to list first within a
heading, be sure that you consistently list that first for each item within the heading.
Example: if I decide that the job title is the most important piece of information (as
opposed to the company I worked for), I will begin each entry under my Work
Experience heading with my job title.
1. Identifying Information
The first section of a resume is your name, address, phone number, fax and/or e-mail
address. You need not write “Resume” at the top, since it soon becomes obvious what the
reader is looking at. It is customary to put name, home address and phone number and email address in this section. It may also be helpful to put your work phone (if it is okay to
be contacted at your present job) and perhaps fax number as well.
Keep in mind that if you provide your e-mail address or fax number, you may receive
information that way. So only put it down if you do not mind hearing from a prospective
employer via that mode and if you check those sources frequently.
Following are a couple of examples of how you might display your identifying
information. Remember, the goal is to quickly and effectively communicate who you are
and how you can be contacted!
Jules Saras
[email protected] 406-243-2220 (day)
6
1415 Lower Miller Creek Road
Missoula, MT 59801
406-721-5592 (evening)
Jules Saras
[email protected]
Until May 15, 2003:
1415 Lower Miller Creek Road
Missoula, MT 59801
406-721-5592 (evening)
Permanent Address:
245 Cedar Oak Drive
Bonner Springs, KS 66012
913-727-4550
2. The Objective:
The objective is an optional part of the resume. Should you put an objective on your
resume? Here are some things to consider:
•
If you know exactly what kind of setting you want to work in, then you might want to
communicate that in your objective.
•
If someone looks at your resume (without an objective), will they be able to tell just
by looking at it what you are interested in doing? If not, you may want to include an
objective.
When used, an objective serves two purposes:
First, an objective tells an employer what position you are seeking. Rather than being
a statement about your life goals, an objective refers just to the next immediate step
you hope will be on your career path.
•
Second, it indicates whether or not you are clear about what opportunities are
available with a particular employer. If you are unclear about what position you are
seeking, and/or what positions an employer has available, it may be preferable to omit
the objective, rather than to plug in something vague. For example, the objective “To
utilize my skills in a challenging position which will afford advancement
opportunities and professional growth,” tells the employer nothing unique about the
candidate. Is there anyone for whom this objective would not be appropriate?
•
Rather than include an objective which is empty “fluff”, write an objective which
conveys useful information about you, and demonstrates that you know what they are
looking for. Or don’t use an objective.
If you choose to include an objective, here are some guidelines which can help you. You
don’t have to include these descriptors in your objective, and could simply list your
objective as, “Elementary classroom teacher.”
•
“Level” of the position. Examples of position levels would be “part-time”, “fulltime”, “substitute” and “experienced”. For some people, position level is not
important, and can be left out of the objective.
•
The subject(s) you would like to teach.
•
The grade level(s) you would like to teach.
•
The type of school in which you would like to teach. Could be “Montessori”,
"private", "urban", "public" or a combination of these or other descriptors.
Objective: An English teaching position at a private school, grades 9-12
7
3. Summary of Qualifications
Your Summary of Qualifications may be included in your resume, or as part of your
cover letter. It is a brief statement of your experience, training and personal abilities,
tailored to the specific job you are seeking. It can be expressed in one short paragraph or
in bullet format. The Summary of Qualifications should include three to six sentences or
bullet statements.
Many people find that by looking at a list of action verbs, they remember things they
have done in the past. By searching through a list of verbs, you will not only remember
things you have done, but also get some ideas for new ways to describe those activities.
Select action verbs from the list on page 12-13 to help you develop your Summary of
Qualifications.
A useful exercise in developing your summary is to verbalize about your overall job
skills and experiences. Be big-picture oriented and summary oriented. An employer can
see who you have worked for and all the details about your experiences in your resume.
Now is your chance to help the employer understand how they all fit together. Pull
together themes and draw conclusions based on the detail you will provide in your
resume.
You may find it easier to write this section after working on the rest of your resume. Go
through the details of skills and experiences described in your resume, review them
closely and then write the Summary of Qualifications. Also, friends or family who are
truly familiar with your work and work style can be good sources of assistance in
developing your summary statement.
Keep in mind that what you include needs to be relevant to the position for which you’re
applying. Always be honest about the skills and experiences you list, but also be
strategic. The more you know about the position and what the employer is looking for in
an ideal candidate, the easier it is for you to search your employment history and pull out
the relevant strengths that will help you succeed. Following are two examples:
Professional Profile
•
•
•
•
Encourage student expressions of respect for one another and self
Convey enjoyment and enthusiasm for teaching and serve as a positive role model
Establish a nurturing and caring environment
Create conditions under which students exercise self-discipline, honesty, leadership
and citizenship
Summary of Qualifications
Team player with assistants, administrators and parents. Skilled problem solver with
proven leadership qualities. Work well in a competitive and challenging environments.
8
4. Education
This section is designed to show an employer that you have the necessary educational
credentials to do the job. It includes your credit-based traditional degrees and certificates
as well as non-credit professional learning. It can show your academic breadth and
intellectual accomplishments. It can even imply something about your work ethic and
desire to improve yourself.
In your Education section, you should include post secondary degrees and maybe
certificates and academic awards or scholarships. Or, you might choose to have separate
sections for your Certifications and Awards and Honors.
Sometimes, it may also benefit you to include your grade point average and/or rank in
class. You may also want to include statements regarding the percent you contributed to
your financial support during college. Some examples:
Education
Master of Education, The University of Montana, Missoula, MT Expected Graduation:
May 20xx
Teaching Certification Expected: May 20xx; GPA: 3.95/4.0
Bachelor of Arts in Elementary Education, The University of Montana, Missoula,
MT May 20xx
Concentration: Math; Major GPA:3.6/4.0
Education
Master of Education in Curriculum and Instruction, The University of Montana,
Missoula, MT, in progress (15 hours completed)
Montana Teaching Certification Expected: May 20xx
Bachelor of Arts in Education, The University of Montana, Missoula, MT, Dec 20xx
Major: Elementary Education; Concentration: General Science
Financed 75% of college education through scholarships and employment
5. Work Experience
In this exercise, you will learn how to write an entry for your Work Experience section as
you would if you were writing a reverse chronological resume. If you decide that a
functional format would be better for you, you will still use many of the things you will
learn from this section. The major difference will be that you will group your experiences
by job responsibility category (Teaching Skills, Organizational Skills) as opposed to job
title (Student Teacher, Seaman High School).
Human resource professionals know the best predictor of future performance is past
performance. This means that your work experience section should tell the potential
employer what you have accomplished in past work experiences. This will suggest what
you can accomplish for them in your next job! This is an extremely important section of
your resume. First, look at a couple of examples of Work Experience sections:
9
Experience
Student Teacher (Grades 4-6), Yellow Brick Elementary, Oz, Kansas Fall 20xx
• Taught 22 multi-level students in all areas of curriculum in a small rural
community
• Planned and taught language arts, reading, creative writing, physical education,
mathematics and literature
• Supervised extracurricular activities such as field trips, baseball & tutoring
Experience
Intern, Meadow Hill Middle School, Missoula, MT, fourteen weeks, Spring 20xx
Taught daily courses in Algebra and Geometry to students, grades 7-9. Combined
cooperative learning, problem solving, learning contracts, evaluation techniques, and
student reports to stimulate comprehension, study skills, classroom participation and
motivation.
Next, take a look at the examples of action statements with accomplishment-oriented
results provided on the following page.
Now, decide:
1. What heading(s) you want to use for your work experiences. For example, you might
have “Teaching Experience”, “Related Experience” and "Other Experience" sections.
2. What work experiences you are going to include.
3. What is more important, where you worked, or position title?
4. What style will work best for you, bulleted statements or short paragraphs?
Once these decisions are made, use the verb list and the “raw material” you pulled
together in step one to write statements about your work experiences.
10
Action Statements with Accomplishment-Oriented Results
This chart demonstrates using action words to create an accomplishment-oriented
word picture. Basic duties and responsibilities are described in the first column. The
second column changes these passive phrases into active statements. The third column
includes accomplishment-oriented results. Adding results will lengthen your paragraphs.
Selectively choose those that best market you and your desired position.
PASSIVE
ACTIVE
Responsible for teaching low
math group.
Designed and implemented
math activity centers and
cooperative group activities
for slow learners.
ACTIVE: WITH
ACCOMPLISHMENTORIENTED RESULTS
Motivated slow learners by
implementing math activity
centers and cooperative
learning groups. Increased
test scores 40%.
Duties included working with
gifted students.
Organized and initiated
individualized language
program for gifted students.
Duties included planning
team teaching.
Coordinated team teaching
activities.
Coordinated team teaching
Activities resulting in
increased understanding and
cooperation among all
primary grades.
Responsibilities included
working with students of
different cultures.
Designed 11th grade values
unit for multicultural student
population.
Designed 11th grade values
unit, improved understanding
among multicultural student
populations.
Duties included helping
master teacher in senior
debate club.
Played important role in
supervising senior debate
club.
Played integral role in
supervising senior debate
club. Enthusiastic, positive
response from both students
and parents.
Duties included working with
tennis team after school.
Managed and directed afterschool tennis team, involving
thirty seniors.
Strengthened tennis team by
managing and directing afterschool practice for thirty
seniors, resulting in second
place district championship.
Prepared and displayed
creative art activities.
Prepared creative art
activities, increasing students'
interest and abilities.
Awarded four blue ribbons at
District art show
Enjoyed teaching art lessons.
Worked with behavior
problems
Set fair consistent limits
combined with positive warm
support.
11
Organized and initiated
individualized language
program for gifted students,
culminating in a successful
book-publishing project.
Strengthened self-discipline
and created optimal learning
environment by setting fair
consistent limits combined
with positive support.
Action Words
Accomplishments
Achieved
Completed
Expanded
Exceeded
Improved
Pioneered
Reduced (losses)
Resolved (issues)
Restored
Spearheaded
Succeeded
Surpassed
Transformed
Won
Communication/
Persuasion
Addressed
Advertised
Arbitrated
Arranged
Articulated
Authored
Clarified
Collaborated
Communicated
Composed
Condensed
Conferred
Consulted
Contacted
Conveyed
Convinced
Corresponded
Debated
Defined
Described
Developed
Directed
Discussed
Dissuaded
Documented
Drafted
Edited
Educated
Elicited
Enlisted
Established
Explained
Expressed
Formulated
Furnished
Incorporated
Influenced
Interacted
Interpreted
Interviewed
Involved
Joined
Judged
Lectured
Listened
Marketed
Mediated
Moderated
Negotiated
Observed
Outlined
Participated
Persuaded
Presented
Promoted
Proposed
Publicized
Reconciled
Recruited
Referred
Reinforced
Reported
Resolved
Responded
Solicited
Specified
Spoke
Suggested
Summarized
Synthesized
Translated
Wrote
Creative
Acted
Adapted
Began
Combined
Composed
Conceptualized
Condensed
Created
Customized
Designed
Developed
Directed
Displayed
Drew
Entertained
Established
Fashioned
Formulated
Founded
Illustrated
Initiated
Instituted
Integrated
Introduced
Invented
Modeled
Modified
Originated
Performed
Photographed
Planned
Revised
Revitalized
Shaped
Solved
Financial/Data
Administered
Adjusted
Allocated
Analyzed
Appraised
Assessed
Audited
Balanced
Budgeted
Calculated
Computed
Conserved
Corrected
Determined
Developed
Estimated
Forecasted
Managed
Marketed
Measured
Planned
Prepared
Programmed
Projected
Reconciled
Reduced
Researched
12
Retrieved
Helping
Adapted
Advocated
Aided
Answered
Arranged
Assessed
Assisted
Cared for
Clarified
Coached
Collaborated
Contributed
Cooperated
Counseled
Demonstrated
Diagnosed
Educated
Encouraged
Ensured
Expedited
Facilitated
Familiarized
Furthered
Guided
Helped
Insured
Intervened
Motivated
Prevented
Provided
Referred
Rehabilitated
Represented
Resolved
Simplified
Supplied
Supported
Volunteered
Management/
Leadership
Administered
Advised
Analyzed
Appointed
Approved
Assigned
Attained
Authorized
Chaired
Considered
Consolidated
Contracted
Controlled
Converted
Coordinated
Counseled
Decided
Delegated
Determined
Developed
Directed
Disseminated
Eliminated
Emphasized
Enforced
Enhanced
Ensured
Established
Examined
Executed
Explained
Generated
Governed
Guided
Handled
Headed
Hired
Hosted
Improved
Incorporated
Increased
Influenced
Initiated
Inspected
Inspired
Instituted
Instructed
Integrated
Launched
Led
Managed
Merged
Motivated
Organized
Originated
Overhauled
Oversaw
Planned
Presided
Prioritized
Produced
Recommended
Reorganized
Replaced
Restored
Reviewed
Scheduled
Secured
Selected
Streamlined
Strengthened
Supervised
Terminated
Organization/
Detail
Approved
Arranged
Catalogued
Categorized
Charted
Classified
Coded
Collected
Compiled
Corrected
Corresponded
Distributed
Executed
Filed
Generated
Implemented
Incorporated
Inspected
Logged
Maintained
Monitored
Obtained
Operated
Ordered
Organized
Prepared
Processed
Provided
Purchased
Recorded
Registered
Reserved
Responded
Reviewed
Routed
Scheduled
Screened
Set up
Submitted
Supplied
Standardized
Systemized
Updated
Validated
Verified
Research
Analyzed
Clarified
Collected
Compared
Conducted
Critiqued
Detected
Determined
Diagnosed
Evaluated
Examined
Experimented
Explored
Extracted
Formulated
Gathered
Identified
Inspected
Interpreted
Interviewed
Invented
Investigated
Located
Measured
Organized
Researched
Reviewed
Searched
Solved
Summarized
Surveyed
Systemized
Tested
Teaching
Adapted
Advised
Clarified
Coached
Communicated
Conducted
Coordinated
Critiqued
Developed
Enabled
Encouraged
Evaluated
Explained
Facilitated
Focused
Guided
Individualized
Informed
Instilled
Instructed
Motivated
Persuaded
Set goals
Simulated
Stimulated
Taught
Tested
Trained
Transmitted
Tutored
Technical
Adapted
13
Applied
Assembled
Built
Calculated
Computed
Conserved
Constructed
Converted
Debugged
Designed
Determined
Developed
Engineered
Fabricated
Fortified
Installed
Maintained
Operated
Overhauled
Printed
Programmed
Rectified
Regulated
Remodeled
Repaired
Replaced
Restored
Solved
Specialized
Standardized
Studied
Upgraded
Utilized
6. Activities/ Interests
The Activities/Interest section of your resume is optional. You might decide to include it
as you assemble your resume to:
• Demonstrate a well-rounded person with more dimensions than just work.
• Point out skills that have been demonstrated in your non-professional life.
• Account for gaps in employment or as a conversation starter (possibly the employer
shares, or is intrigued by, your interest).
Activities and interests, while they sound similar, are actually very different things.
Activities are structured, as with clubs, professional associations, etc. Examples would be
Member of Computer Club, President of Alumni Association, Church Choir Member,
Red Cross Volunteer, etc. When listing activities, indicate the names of the organization,
and your role (e.g. member, volunteer, office held). Years of participation should also be
included. For example: Volunteer Coach, Missoula Little League, 2005-2007.
Interests, on the other hand, are unstructured individual pursuits. Examples would be
reading, cross country skiing, gardening, managing personal investments, tennis, etc.
When listing interests, typically (but not always) your role is obvious, and years are not
relevant.
Be Careful: When choosing to include activities and interests on your resume, be aware
of when and how to include hot buttons. A hot button is an activity or interest to which
some employers may have a strong positive or negative reaction. Anything which
indicates a religious or political affiliation or a position on a controversial political issue
may be a hot button. When you have an activity or interest that is a hot button, you have
three options:
• You can choose to include this information on your resume. Many job applicants feel
strongly that the employer must know who they are, inside and outside of the
workplace. You may not want to work for an employer who can't accept you as a
whole individual.
• You can choose to omit this information. You may want to have the opportunity to
present yourself as a candidate, to meet the employer face to face, and be considered
for the position, rather than prematurely discounted due to the employer's bias.
• You can choose to disguise these activities/interests by presenting them in a generic
format. For example, say that you are “a member of a choir”, without specifying
religion or denomination.
Any option you select is acceptable. Make an informed, reflective choice. If you choose
to include this section, here are a couple of examples.
Activities/Interests
• American Red Cross Volunteer, Missoula, MT 20xx-Present
• Student Education Association, The University of Montana (V.P.) 20xx-20xx
• Special Olympics (Program Chair), Helena, MT 20xx
• Cross-country skiing, politics, gardening
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Activities & Interests
•
•
•
•
Member, Montana Chapter of the National Education Association 20xx-Present
Orientation Assistant, The University of Montana, Summers of 20xx and 20xx
The Writing Conference, 20xx. Assisted conference coordinator and attended
seminars
Enjoy traveling and meeting new people. Have traveled independently through much
of the United States and Canada
Other resume and heading ideas:
Volunteer Experience
Civic Activities
Professional Affiliations
Related Experience
Additional Experience
Relevant Skills and
Other Experience
Study Abroad
Accomplishments
Certifications
Experience
Computer Software
Languages
Professional Experience
Additional Information
Computer Skills
Applicable Experience
Honors and Awards
Internships
Professional
Experience Highlights
Awards and Recognition
Memberships
_______Experience (Insert field in which you are seeking employment, i.e., Teaching
Experience)
_______Achievements (Insert what applies to your experience and would be of interest to
the employer, e.g. coaching achievements, design achievements, athletics).
Now, let's put it all together. We have been building a resume piece by piece; now turn
the page to see how it turned out.
Additional resume examples are available in our Career Services Resource Library!
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Jules Saras
[email protected]
Until May 15, 2003:
1415 Lower Miller Creek Road
Missoula, MT 59801
406-721-5592 (evening)
Permanent Address:
245 Cedar Oak Drive
Bonner Springs, KS 66012
913-727-4550
Objective: An English teaching position at a private school, grades 9-12
Summary of Qualifications
Team player with assistants, administrators and parents. Skilled problem solver with
proven leadership qualities. Work well in a competitive and challenging environment.
Education
Master of Education, The University of Montana, Missoula, MT, Expected Graduation:
May 20xx (15 hours completed)
Bachelor of Arts in Education, The University of Montana, Missoula, MT, May 20xx
Major: Elementary Education; Concentration: General Science
Financed 75% of college education through scholarships and employment
Montana Teaching Certification Expected: Summer 20xx
Experience
Intern, Meadow Hill Middle School, Missoula, MT, fourteen weeks, Spring 20xx.
Taught daily courses in Algebra and Geometry to students, grades 7-9. Combined
cooperative learning, problem solving, learning contracts, evaluation techniques, and
student reports to stimulate comprehension, study skills, classroom participation and
motivation.
Activities & Interests
•
•
•
•
Member, Montana Chapter of the National Education Association 20xx-Present
Orientation Assistant, The University of Montana, Summers 20xx and 20xx
The Writing Conference, 20xx. Assisted conference coordinator and attended
seminars
Enjoy traveling and meeting new people. Have traveled independently through much
of the United States and Canada
16
Step Five: PROOFREAD, PROOFREAD, PROOFREAD
Many personnel directors see the resume as a reflection of the applicant. Spelling errors,
poor grammar, poor organization, smudges, wordiness, vagueness, etc., will produce
negative impressions. They may think, “Is the applicant careless, sloppy or
unprofessional?” Any of which will most likely put you out of the running. Be sure to
have several people look over your resume before you submit it to an employer.
•
Be accurate; Look up what is necessary.
•
Be prepared to write, edit, and rewrite your resume.
•
For your finished resume, use quality paper (at least 20% bond). White or ivory, for
color, or possibly a very pale gray or light blue. Avoid patterns, you want to draw
attention to what you have to say, not the paper. In addition, your resume may be
photocopied and patterns in the paper tend to produce a “dirty” copy.
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Checklist for Proof-Reading your Resume:
_____ Is the layout/format graphically pleasing?
_____ Does the resume look as if it fits comfortably within the page (as opposed to
appearing squashed together or particularly empty)?
_____ Is the resume on 20 pound bonded paper, and is the print type clear and unsmudged? (Does it pass the photocopy test?)
_____ Does the resume use bold, italics and underlining appropriately to highlight key
strengths?
_____ Is the information you wish to highlight located on the left side of the page and
near the top of the page whenever possible? For example, job title rather than
employment dates listed in the left margin.
_____ Goal focused: Does the text support your objective?
_____ Length: Could it tell the same story if it were shortened? Is it too short…are you
struggling to fill a page?
_____ Relevance: Is material sequenced in order of importance and relevance? Has
extraneous material been eliminated?
_____ Format: Is the resume written in the best format (chronological, functional or
combination) that presents you in the most positive light?
_____ Action Oriented: Do sentences and paragraphs begin with action verbs?
_____ Specificity: Does the resume avoid generalities and focus on specific information
about experience, projects, skills, qualifications, etc.
_____ Completeness: Is all important information included?
_____ Bottom line/Targeted focus: How well does the resume accomplish its ultimate
purpose of getting the employer to interview me? Is it focused enough so that the
employer is clear on what kind of position I am seeking?
_____ Quantified results: Are results of your past work experiences quantified whenever
possible? (Supervisor ratings, number of letters of commendation received,
customer satisfaction ratings…)
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Step Six: Have at least one other person proofread.
Stop by Career Services to have a counselor look over your resume. They can
give you tips to make your resume and cover letter stronger. We have walk-in hours for
quick questions and resume reviews. Contact us at 243-2022 for current times. If you
would like to spend more than 15 minutes with a counselor please call and schedule an
appointment.
Ask your references to look over your resume and give you feedback.
Have a family member, friend or roommate look it over; they are often best at catching
typing errors in your contact information.
Warning! Do not turn the process of assembling your resume data over to someone else.
There are several benefits to writing it yourself. Writing your own resume will:
Start you thinking methodically about your qualifications. Just having
these facts in mind will create a kind of self-assurance. It will build your confidence for
the interview session and you will not have to fumble around for information which has
been included in your resume.
Allow you to bring into play the very best of your organizational skills,
creativity and logical thinking as you develop statements to describe you and your
background of education and experience, and organize these statements into a convincing
“sales brochure” (your resume!).
Give you the opportunity to recognize some of your weaknesses. Of
course, you will not want to include your weaknesses in your resume. By acknowledging
them, however, perhaps you can motivate yourself to address them.
19
Cover Letters
There are six types of letters that you will want to utilize in your job search. They
are: Cover/Application, Inquiry, Thank You, Rejection of Offer, Withdrawal from
Consideration, and Acceptance of Offer.
In this handout, we will discuss only the cover letter, which is a vital part of your
job search paperwork. In fact, many employers report that impressive cover letters are
often more important than resumes in making decisions to interview candidates. For
assistance with writing other types of job search letters, please stop by our office. We
would be happy to visit with you about these other types of letters. Also, you can view
some good examples both in the career library and on our web page.
A cover letter should always accompany a resume that is sent by mail. It helps
position your interests and qualifications in relation to the employer's needs, as well as
indicates what action you will take next. But most importantly, it gives employers signals
about your personality, style and ability, all important elements in the hiring decision.
The purpose of a cover letter should be to get the employer to take action on your
resume. The whole structure should focus on persuading the employer to invite you for a
job interview. A cover letter should be organized like advertising copy, that is, it should:
•
Catch the reader's attention
•
Persuade the reader about your qualifications
•
Convince the reader with more evidence
•
Move the reader to acquire your services
Your letter will probably be about three paragraphs and one page in length. There
is no “perfect formula” regarding length and what to include. Do keep it relevant and
relatively brief, whet their appetite, don't give them a full course meal. Like the resume,
the cover letter will not get you the job, but hopefully it will get you an interview (where
you can give them more information).
Always target your cover letter. Sending out a general cover letter and resume to
dozens of schools will initially give you a false sense of making progress because it
involves a major expenditure of time and money. The ‘shot gun’ approach, however, isn’t
very effective.
Warning!!! The chance of getting an interview using this shotgun approach--sending the
exact same resume to lots of employers--is about 2%! That is a very low rate of return.
What you will generally get from this method is an increased frustration level (when the
rejection letters start arriving), and a perception on the school's part that you are not a
serious and thoughtful person, are desperate for a job, or that you do not really care
enough about their school district to learn about it. Would you want to interview someone
if you had that impression?
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What to Include in a Cover Letter
Your name
Your street address or PO Box
Your city, state and zip code
Your phone number (optional here)
Date you will mail letter
Name of contact person
Their street address or PO Box
Their city, state and zip code
Dear Ms., Mr. or Dr.________: (Never address “To Whom It May Concern”, or “Dear Sir or Madam” If
you cannot obtain a person's name, other options include “Greetings”, “Dear Reader” or “Dear Personnel
Director”).
First Paragraph
Purpose: To grab the reader's attention and establish your interest in employment with that school!
•
Provide an opening sentence which entices the reader to continue reading
•
Name the job for which you are applying if you know of a specific vacancy with the school district,
also tell how you learned of the position
•
Mention the name of the person (if any) who referred you to the school and
•
If you are unable to identify a contact, then mention specific knowledge of the school to indicate your
interest.
Second Paragraph
Purpose: Demonstrate your ability to add value to the school, and highlight your key strengths and
abilities.
•
Acknowledge the skills required for the teaching position in which you are interested.
•
State the specific skills/strengths/experiences you are prepared to bring to the school. These skills
should parallel those qualities needed to succeed in the teaching position you are applying for. Give
examples of your skills and any related work experience (quantified results, accomplishments and
achievements). Explain how these skills will transfer to the position for which you are applying.
•
Try not to repeat the information on your resume, instead refer the reader to enclosed resume or
application, elaborating on how you meet the qualifications. A cover letter should be complementary to
the resume, but not redundant.
Final Paragraph
Purpose: Ensure follow-up action and extend your appreciation for being considered!
•
Thank them sincerely for their time and consideration of your application.
•
It is best to indicate that you will take the initiative in contacting the employer. End your letter with an
action statement. For example “I will be contacting you on Wednesday afternoon to discuss scheduling
an interview.”
•
Make it easy for the person to contact you. Even though it is on your resume, you should list phone
number(s), email, days, and times when you can most easily be reached.
Sincerely,
Sign your name in ink
Type your name
Enclosures: Resume; Application
21
Sample Cover Letter
Tom Johnson
2189 39th Street
Missoula, MT 59801
406-549-7682
February 10, 20XX
(two to four returns after date)
Nellie Sherman, Superintendent
Sun River School District
P.O. Box 1
Sun River, MT 59483
(hit return twice)
Dear Ms. Sherman:
(hit return twice)
I have enclosed my resume in response to your vacancy announcement on The University of
Montana’s Griz-eRecruiting online job recruitment website. After becoming aware of your
vacancy, I looked up your school district web page. I am especially impressed with the level of
technology that has been incorporated into your classrooms.
During the past several years, I have been preparing myself for a position as a teacher in an
established school system, where I can apply my teaching, training and administrative experience
to manage and motivate a classroom of diverse students.
As a student teaching intern with the Missoula County Public School System, I successfully
taught literature, public speaking and creative writing at the secondary level. I will earn my
Bachelor’s degree from The University of Montana in May 20XX, and will have my Montana
Teaching Certification in Summer 20XX.
The enclosed materials provide an overview of my background. I would appreciate the
opportunity to meet with you to explain my qualifications and the ways I can contribute to the
Sun River School District. I will contact you next Wednesday afternoon to confirm receipt of my
resume and application and discuss when we might schedule a meeting in person. I look forward
to hearing from you soon.
Sincerely,
(use three to four returns)
Tom Johnson
(hit return twice)
Enclosures: Application; Resume
22
Writing a Teaching Philosophy Statement
Why do teachers need to articulate their philosophy of teaching? What purposes does a
philosophy of teaching serve? It has been recognized by many educators that the process
of identifying a personal philosophy of teaching and continuously examining, verifying
and adapting this philosophy through teaching can lead to change of teaching behaviors
and ultimately foster professional and personal growth.
General Formatting Suggestions
There is no required content or set format. There is no right or wrong way to write a
philosophy statement, which is why it is so challenging for most people to write one.
It is generally 1-2 pages in length.
Use present tense, in most cases. Writing in first-person is most common and is the
easiest for your audience to read.
Most statements avoid technical terms and favor language and concepts that can be
broadly appreciated. A general rule is that the statement should be written with the
audience in mind.
Include teaching strategies and methods to help people “see” you in the classroom. It
is not possible in many cases for your reader to come to your class to actually watch you
teach. By including very specific examples of teaching strategies, assignments,
discussions, etc, you are able to let your reader take a mental “peek” into your classroom.
Help them to visualize what you do in the classroom and the exchange between you and
your students. For example, can your readers picture in their minds the learning
environment you create for your students?
Make it memorable and unique. If you are submitting this document as part of a job
application, remember that your readers on the search committee are seeing many of
these documents. What is going to set you apart? What about you are they going to
remember? What brings a teaching philosophy to life is the extent to which it creates a
vivid portrait of a person who is intentional about teaching practices and learning
outcomes and is committed to his/her career.
“Own” your philosophy. The use of declarative statements (such as “students don’t
learn through lecture” or “the only way to teach is to use class discussion") could be
potentially detrimental if you are submitting this document to a search committee. You
do not want to appear as if you have all of the answers and you don’t want to offend your
readers. By writing about your experiences and your beliefs, you “own” those statements
and appear more open to new and different ideas about teaching.
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Four Questions To Address In Your Teaching Philosophy Statement
1. What Are Your Objectives As A Teacher?
What are your objectives as a teacher? The rest of your philosophy statement should
support these objectives which should be achievable and relevant to your teaching
responsibilities; avoid vague or overly grandiose statements. On the other hand, you will
want to demonstrate that you strive for more than mediocrity or only nuts-and-bolts
transference of facts.
You would certainly want your students to learn the fundamental content of the courses
you teach. But beyond that, do you hope to foster critical thinking, facilitate the
acquisition of life-long learning skills, prepare students to function effectively in an
information economy, or develop problem-solving strategies? What is your role in
orienting students to a discipline, what it means to be an educated person in your field?
How do you delineate your areas of responsibility as compared to your students'
responsibilities? In what specific ways do you want to improve the education of students
in your field? Are there discussions in academic journals or in professional organizations
about shortcomings in the education of students today or unmet needs in the discipline
and do you have ideas about how to address those shortcomings and needs?
These are questions that will require some thought and you will probably benefit from
discussing them with faculty and other students in the School of Education. Some people
can sit down and bang out a paragraph or two in a short time but most of us become more
thoughtful about the "big" questions when we bounce them off of our colleagues,
consider their responses, re-evaluate our positions, revise, talk some more, etc. Your
statement of objectives as a teacher is the most important part of your teaching
philosophy and you should take some time with it. And if you take it seriously, you will
probably come back to this statement to revise or add to it. Think of it as a work in
progress.
2. How Will You Achieve Your Objectives?
When you have a clear idea about your teaching objectives, you can discuss methods that
you use to achieve or work toward those objectives. Here is where you can display your
knowledge of learning theory, cognitive development, curriculum design, etc. You will
want to explain specific strategies, techniques, exercises, and include both what you have
used in the past and are planning for future courses. You will want to tie these directly to
your teaching objectives and discuss how each approach is designed for that purpose.
Discuss how you make decisions about content, resources, and methods. If you include a
field trip, what are your learning objectives? If you assemble a collection of readings,
how did you decide what to include? How do you decide whether to use collaborative or
individual projects? Do you use active learning or student-centered learning principles
and why? Relate these decisions and methods to the kinds of classes you teach (large
lecture, small discussion, lab, etc.) and make connections to your course objectives.
24
Again, relate your methods to national-level needs for teaching in your discipline
whenever possible. If you have developed instructional materials that have been or could
be disseminated, be sure to discuss them. If you have designed or are planning innovative
activities, describe how they address specific teaching objectives. Have you presented a
paper or a workshop at a professional conference related to your teaching methods?
3. How Will You Measure Student Success?
You will need to discuss how you intend to measure your effectiveness relative to the
objectives and methods you have outlined. Because your objectives are most likely
related to student learning, then you will probably use measures of student outcomes to
reflect your efforts rather than how many chapters you can cover from the textbook.
Student evaluations are always a touchy subject among teachers but in large part that is
because teachers have not devised their own assessment methods. Most educators are
obligated to use standardized evaluation forms. But that does not prevent us from
developing other means that are more directly related to our specific goals and objectives.
Teachers who develop their own evaluations usually get more relevant feedback. But in
addition, they usually get more positive feedback as well because they are asking the
students to reflect on the most important aspects of the course.
If one of your objectives is to develop problem-solving skills, then you will probably
want to test your students' ability to solve problems. In that case, discuss how you
construct problems for them to solve, what skills those problems are meant to evaluate,
and the level of performance that you are seeking.
4. Why Teaching?
Here is where you can be, if not grandiose, at least a bit grand. What, to you, are the great
and wonderful rewards of teaching? Why is teaching important? How do you want to
make the world or at least education better? When you are overworked and feel
undervalued, to what ideals do you return in order to rejuvenate yourself and inspire your
students? How do you want to make a difference in the lives of your students? What are
your future goals for growth and professional development as a teacher?
25