Job Search Handbook for Teachers. Table of Contents

Transcription

1 Job Search Handbook for Teachers Table of Contents RESUME GUIDELINES... 1 What to Include on a Resume for Teachers... 1 Resume Tips... 2 Action Words... 3 Buzz Words... 5 Sample Resumes... 6 EFFECTIVE COVER LETTERS Guidelines Cover Letter Format for Teachers Sample Cover Letters Cover Letter Guidelines for Educational Leadership Students REFERENCES INTERVIEW PREPARATION Tips for Interviewing Success Characteristics Sought After in Teachers Common Interview Questions and Responses Practice Answering Behavioral Questions The Demonstration Lesson in the Classroom The Demonstration Lesson for Physical Education in the Gymnasium Candidates Must Ask Questions, Too Interview Reminders Image Tips After the Interview RECOMMENDED WEBSITES FOR TEACHERS

2 RESUME GUIDELINES A resume is a job-hunting tool that can help you get an interview, prepare for an interview, and organize information for a potential employer. Your resume introduces you on paper and acts as a personal marketing tool. It outlines your education and work-related experiences in an easy-to-read, positive manner and is the ticket to get you an interview. Your resume: Initiates contact with a potential employer Gives an employer a snapshot of your education, experience, accomplishments, skills, interests and goals; gives you full credit for your achievements, whether you were paid or not Is a guideline for you to review your qualifications before an interview; during the interview, it focuses the interviewer s attention on your strongest points and guides the interviewer toward positive things to talk about Lets you network with people who can help you in your job search (co-operating teacher, field supervisor, friends, parents, professors, former employers) Leaves information about you with a potential employer to promote future contact Supplements information when you complete standardized application forms WHAT TO INCLUDE ON A RESUME FOR TEACHERS Contact information: Name, address, telephone number, address Area of Certification: Include state and date of certification or expected certification Education: Name of school, city, state Degree, month, year (or expected year) of graduation GPA (if over 3.0 for undergraduate) Related Experience (in reverse chronological order): Student Teaching: Include pertinent details of successful units or lessons, focus on your accomplishments, mention any special activities (extracurricular, parent conferences, teacher workshops, etc.) Other teaching experience: assistant teacher or teacher s aide, tutor Other experience with children or schools: childcare, camp counselor, school volunteer, coach Other Experience: Include employment history in non-related fields: be sure to highlight teaching-related accomplishments (trained, managed, supervised, presented, collaborated, coordinated, etc.) Skills and Interests/Core Competencies: Lists relevant qualifications and concrete skills applicable to established set of early care and education standards/best practices as well as hobbies, sports, leisure interests Other possible categories if applicable: Profile/Summary: Brief statement introducing your set of relevant skills and qualifications Languages: fluency or proficiency in languages other than English Leadership Activities; Honors Professional Development Memberships in related professional organizations Other Certification: CPR, Lifeguard, First Aid, etc. 1

3 RESUME TIPS Use perfect grammar, spelling and punctuation. Use present tense for current activities and past tense for previous activities. Do not use personal pronouns, e.g. I, me, their, or the, a or an. Do not repeat yourself. Keep your resume to one page unless you are an experienced teacher or career changer. Use key words appropriate to your area: balanced literacy, portfolio assessment, standards based, manipulatives, differentiate instruction, English Language Learners (ELL), Response to Intervention (RTI) etc. Do not use pre-designed templates in software programs. List experiences and activities in reverse chronological order; most recent first. Focus on accomplishments and not just job responsibilities. Certification information should be your first item. Education is the next item. Should be attractive, concise and easy to read. Use bold, italics or underlining for job titles and headings. Be consistent in format. Highlight relevant work experience and skills transferable to the classroom. Use a legible font style (Times New Roman, and the more current Arial, Georgia, Calibri, Cambria, Corbel) in pt. Use white or off-white, good quality paper. Start every bullet with an action verb followed by the task you performed rather than just listing job responsibilities. Focus on the last ten years. Do not lie or exaggerate. Be prepared to talk about everything on your resume. Have several people review your resume for content, style and to insure it is error free. Customize your resume for the employer/position for best results. 2

4 3 ACTION WORDS Teaching Management Communication Research Technical adapted advised analyzed clarified coached communicated conducted coordinated cultivated defined demystified developed educated enabled encouraged enriched evaluated explained facilitated guided incorporated informed initiated instructed involved lectured led mentored observed participated persuaded planned presented provided revised stimulated taught trained updated achieved administered advanced analyzed assigned attained chaired completed contracted consolidated coordinated delegated developed directed drafted encouraged executed implemented improved incorporated increased inspired launched led managed motivated organized outlined oversaw planned prioritized produced recommended revamped reviewed scheduled streamlined strengthened supervised advertised addressed arranged authored communicated clarified collaborated composed contacted corresponded defined demonstrated developed directed discussed drafted edited enlisted formulated influenced informed interpreted lectured mediated moderated motivated negotiated notified persuaded promoted publicized reconciled recruited reported researched renegotiated spoke translated wrote clarified collected compared conceived critiqued detected diagnosed disproved evaluated examined explored extracted gathered identified inspected interpreted interviewed investigated observed organized reported researched reviewed searched studied summarized surveyed systematized wrote Analyzed applied assembled built calculated coded computed configured constructed converted designed determined devised engineered fabricated installed inspected maintained operated overhauled programmed regulated remodeled restored repaired retrieved solved standardized trained upgraded utilized Continued

5 4 Financial Creative Helping Administrative adjusted administered allocated analyzed appraised audited balanced budgeted calculated compared computed estimated forecast managed marketed netted planned projected reconciled reduced reevaluated researched sold Additional Words Accomplished advanced contributed expanded pioneered resolved restored selected spearheaded transformed acted applied authored composed conceived conceptualized created customized designed developed directed established fashioned formed founded generated illustrated initiated instituted integrated introduced invented loaded molded originated perceived performed planned presented produced refined revitalized rewrote shaped updated advised aided assessed assisted clarified coached coordinated contributed counseled dealt demonstrated diagnosed educated encouraged enlisted expedited facilitated familiarized guided helped inspired maintained modified motivated nurtured performed referred rehabilitated represented supported upheld altered assembled approved arranged catalogued categorized classified collected compiled distributed edited estimated executed gathered generated implemented inspected maintained monitored operated organized prepared processed proofread published purchased recorded reduced retrieved screened specified streamlined systematized tabulated validated

6 BUZZ WORDS Buzz words in the teaching industry are key words or concepts that are relevant and widely-used within the field. These words can be highly effectively when incorporated well on a resume and can help you to be advantageously differentiated from other applicants. Use these terms to describe what tasks you have performed in various education roles and qualify them by including outcomes/accomplishments of these tasks as well. Below is a list of potential buzz words to include on a resume. Multi-cultural instruction Manipulative Team teaching Student centers Thematic unit Peer teaching Critical thinking Balanced Literacy Literacy (Literature) circles Response to Intervention (RtI) Guided reading Differentiated instruction Modified instruction ELL students Interactive exercises Common Core Standards Developmentally appropriate practice (Pre- K) Cooperative Learning Data-driven instruction IEP (Individual Education Plan) Interdisciplinary learning 5

7 SAMPLE RESUMES Sample for New Bachelor of Arts Graduates SARAH JOHNSON 2900 Purchase Street, Purchase, NY (914) CERTIFICATION Childhood Education (grades 1-6) New York State, May 2013 EDUCATION HONORS Manhattanville College, Purchase, NY Bachelor of Arts, May 2012 Double Major: Psychology and Education GPA: 3.6 Dean s List STUDENT Preston Elementary School, Harrison, NY Spring 2012 TEACHING Student Teacher, Third Grade Supported remedial reading and math students Developed interdisciplinary project on multi-cultural arts and crafts Planned and coordinated lessons in all subject areas Facilitated guided reading groups Utilized SMARTboard to enhance lessons Mamaroneck Avenue School, Mamaroneck, NY Spring 2012 Student Teacher, Fourth Grade Designed and taught integrated thematic units on fractions, poetry, colonial New York, slavery, and rocks and minerals Planned and implemented variety of hands-on, innovative learning activities to complement thematic units Modified lessons to effectively teach students with varied learning abilities RELATED Carver Center, Port Chester, NY Fall 2010 EXPERIENCE Reading Instructor, First Grade Designed and modified stories for students working at or below pre-primer reading level Facilitated improvements in reading comprehension skills Collaborated with other instructors to foster positive social development Childcare Provider, White Plains, NY Supervised afternoon activities for three children Assisted elementary school age students with homework Worked toward goal of independent and on-time completion of assignments SKILLS AND INTERESTS Microsoft Word, Excel, PowerPoint, SMARTboard, Soccer, Piano 6

8 Sample Dual Degree Honors Program Susan Jones 2900 Purchase Street, Purchase, NY (914) CERTIFICATION Childhood Education (grades 1-6),New York State, expected May 2013 EDUCATION Manhattanville College, Purchase, NY Dual Degree Honors Program Master of Arts in Teaching, expected May 2013 Bachelor of Arts, May 2012 Double Major: Psychology and Education GPA: 3.6 Graduate Level Courses Taken as Undergraduate: Methods of Teaching Literacy I, Introduction to the Exceptional Child, Fundamentals of Schools and Teaching, Childhood Math Methods, Methods for Teaching Social Studies and the Arts HONORS Kappa Delta Pi, Dean s List RELATED EXPERIENCE Carver Center, Port Chester, NY Reading Instructor, First Grade Designed and modified stories for students working at or below pre-primer reading level Facilitated improvements in reading comprehension skills Collaborated with other instructors to foster positive social development Child Care Provider, White Plains, NY Supervised afternoon activities for three children Assisted elementary school age students with homework Worked toward goal of independent and on-time completion of assignments OTHER EXPERIENCE Banana Republic, Eastchester, NY Summers Sales Associate Provided personal customer service, resulting in increased sales Trained and supervised three new employees Arranged store displays ACTIVITIES SKILLS AND INTERESTS Habitat for Humanity, Midnight Run Microsoft Word, Excel, PowerPoint Nature Photography, Piano 7

9 JANE O BRIEN SMITH 2900 Purchase Street, Purchase, NY smithj@mville.edu CERTIFICATION Childhood Education (grades 1-6) and Special Education (grades 1-6), New York State, May 2011 EDUCATION Manhattanville College, Purchase, NY Master of Professional Studies, May 2011 Honors: Kappa Delta Pi Connecticut College, New London, CT Bachelor of Arts, May 2004 Major: English Minor: Psychology RELATED EXPERIENCE Mamaroneck School District, Mamaroneck, NY, Fall 2011-Present Substitute Teacher, Grades 1-6 Implement teachers lesson plans in four different elementary schools Introduce new material when appropriate or necessary Develop and maintain positive interactions with students, faculty and parents to ensure environment conducive to learning Murray Avenue School, Mamaroneck, NY, Spring 2011 Student Teacher, Grade 2 Developed and taught thematic units, including literature (mythology) and measurement Created and implemented lessons using TERC mathematics curriculum Assessed students in reading using Developmental Reading Assessment (DRA) Utilized SMARTboard to enhance lessons Communicated with parents through weekly newsletter Daniel Webster Elementary School, New Rochelle, NY, Spring 2011 Student Teacher, Grade 5 Special Education Class Designed and utilized IEP goals and objectives Planned and implemented learning activities for students with varied abilities including English language learners Collaborated effectively with child study team Private Tutor, Westchester County, NY, Reading/Writing Instructor Developed individualized lesson plans for six private students Consulted with public school teachers and conferred with parents ADDITIONAL EXPERIENCE Bloomingdales, White Plains, NY, Scheduling Manager Supervised sixty associates; facilitated monthly meetings to develop customer relations skills and set future goals Coached human resources department in employee transfers, policy changes and daily organization skills Collaborated with operations manager on financial, associate and managerial issues Instructed group training sessions for management trainees SKILLS AND INTERESTS Microsoft Word, Excel, PowerPoint; Adobe Photoshop; SMARTboard Nature photography, creative writing, independent and foreign film Intermediate Spanish 8

10 MICHAEL EVANS 148 Bonnie Meadow Road, New Rochelle, NY (914) CERTIFICATION English (Grades 5 12), New York State, May 2011 EDUCATION Manhattanville College, Purchase, NY Master of Arts in Teaching, May 2011 Bachelor of Arts, May 2009 Double Major: English and Education GPA: 3.67 HONORS Dean s List; Kappa Delta Pi, Member and Officer RELATED EXPERIENCE Arlington Central School District, LaGrange, NY Leave Replacement Teacher Grade 8 November May 2012 Created and implemented unit and lesson plans for four sections of English Language Arts and one ELA inclusion class Developed lesson plans using variety of differentiated instruction exemplars and methods Worked cooperatively with Special Education teacher to plan and implement lessons Involved in many after school activities, including creating new club: Chill-Ville, focused on stress relief and management for students Dover Plains School District, Dover Plains, NY Summer Remedial Reading Teacher Grade 6 July August 2011 Reviewed and promoted educational resources to help students strengthen reading skills Provided information and strategies to support students struggling with reading comprehension Taught students critical analyzing skills to help build stronger readers Dover Plains School District, Dover Plains, NY Student Teacher Grade 9 Spring 2011 Poughkeepsie Middle School, Poughkeepsie, NY Student Teacher Grade 6 Spring 2011 Developed and implemented units using variety of stories, material and activities Constructed activities to suit students' needs and make material more engaging and meaningful Implemented variety of different teaching and learning practices: cooperative and individual learning, hands-on/minds-on experiences, and informal and formal assessment Created lesson plans that encouraged cultural diversity and awareness Initiated cooperative learning projects in inclusion class Dover Plains School District, Dover Plains, NY Substitute Teacher Executed lesson plans provided by teachers ; maintained orderly and productive atmosphere in classroom ADDITIONAL EXPERIENCE Swanson & Conor, CPA s, PC, Fishkill, NY Billing Specialist/Secretary July August 2010 Coordinated and designed new ideas and strategies for improving billing methods Reviewed and prepared monthly and quarterly billings Resolved all customer complaints and issues SKILLS AND INTERESTS Microsoft Word, Excel, PowerPoint; SMARTboard Coaching baseball; Creative Writing, Non-Fiction, Poetry, Short Stories 9

11 Recommended for Jump Start Students (dual certification) ROBERT MORGAN 2900 Purchase Street, Purchase, NY (914) PROFILE (Optional) Senior Project Administrator transitioning to teaching career in childhood/special education Experienced in teaching and training (Optional include computer skills or language skills here instead of in other sections) CERTIFICATION Childhood Education (grades 1-6) and Special Education (grades 1-6) New York State Internship Certificate, expected August 2011 EDUCATION Manhattanville College, Purchase, NY Master of Professional Studies, expected August 2012 SUNY Buffalo, Buffalo, NY Bachelor of Arts, May 1991 Major: Marketing Minor: Psychology GPA: 3.3 RELATED COURSEWORK (If you have limited or no experience related to teaching, list coursework completed and coursework that will be completed by summer.) LANGUAGES (Only if you are conversant, proficient, or fluent in a language) Conversant in Spanish RELATED EXPERIENCE Classroom observation, 60 hours, completed by May 2011 Larchmont Avenue Church, Larchmont, NY 9/04-present Sunday School Teacher, grades 3-5 Create and teach lessons to 15 students; plan and supervise activities and field trips Communicate regularly with parents and other teachers OTHER EXPERIENCE Diebold, Inc., White Plains, NY 3/99-present Senior Project Administrator Train and supervise team of eight employees Collaborate with manager to create methods to improve employees job performance Implement strategies for effective team communication and relations Develop and maintain productive client relationships April Cornell, Inc., Greenwich, CT 9/91-2/99 Manager Interviewed, hired and trained staff; oversaw daily operations of office Implemented high standards of customer care and communication between personnel company wide Provided environment that encouraged team effort and success for all staff members SKILLS AND INTERESTS Microsoft Word, Excel, PowerPoint; Photoshop; Smartboard Golf, gourmet cooking, skiing (Include any activities/hobbies you actively pursue) 10

12 Recommended for Physical Education Students CHARLES BROWN 33 Manhattanville Street, Purchase, NY CERTIFICATIONS Physical Education (grades K-12), New York State, expected May 2013 American Red Cross First Aid and Safety, CPR, January 200_ Physical Best Fitness Certification, Spring, 200_ AKAA Certified Personal Trainer, June 200_ EDUCATION Manhattanville College, Purchase, NY Master of Arts in Teaching, Physical Education and Sport Pedagogy, expected May 2013 Boston University, Boston, MA Bachelor of Arts, May 2009 Major: Marketing (add any awards, Dean s List, membership on teams) MAJOR PEDAGOGY COURSES (Optional use if you don t have much related experience) Preschool and Elementary School Physical Education Content; Principles of Rhythms, Dance and Gymnastics; Principles of Individual, Dual and Leisure Sports; Principles of Team Sport and Coaching, Advanced Biophysical Concepts and Conditioning for Sports, Sport Law and Safety Practices; Play, Games and Sports in Historical and Cultural Contexts; Analyzing and Assessing Teaching Practices; Instructional Planning for Preschool and Elementary P.E.; Instructional Planning and Curriculum Models for Secondary P.E.; Instructional Planning for Inclusion in P.E. and Sport RELATED EXPERIENCE Rye Elementary School, Rye, NY Spring 2013 Student Teacher, grades K-6 Created and implemented lessons in movement and fitness games, stunts and tumbling, and flag football Worked with students with special needs; modify lessons when appropriate Mamaroneck High School, Mamaroneck, NY Spring 2013 Student Teacher, grades 9-12 Developed and taught lessons in softball, fitness testing, track and field and modern dance Provided individual help with skill development 100 hours classroom observation Fall 2012 Participant, Care to Share, South Eastern Zone of NYS AHPERD, Manhattanville College, Fall 2012 Participant, NYS AHPERD Fall Conference, Rye, NY, November 2012 Volunteer, Grades K-6 Field Day involving 250 children, Windward School, June 2012 Participant, Adventure Education Level One Workshop, Port Chester Middle School, Fall 2011 Specialized Projects: Complete comprehensive PreK-Grade 6 Physical Education Teaching Unit; Developed detailed Behavioral Plan for Grades K-12; Presented Secondary Curriculum Model on The Sport Education Model; Researched Safety Precautions for Soccer; (Add Created, Analyzed, Expanded, Produced, Constructed, Designed.) 11

13 Charles Brown Page 2 RELATED EXPERIENCE (continued) Pelham School District, Pelham, NY Substitute Teacher Fall 2009-present Daniel Warren Elementary School, New Rochelle, NY Spring 2009 Substitute Teacher, Grades 3-6 Physical Education COACHING/ATHLETICS New Rochelle High School, New Rochelle, NY Fall 2009 High School Baseball Coach Managed 18 game schedule; conducted all conditioning and training drills Oversaw responsibilities of two assistant coaches ABC Girls Softball League, New York, NY Summer 2009 Manager Coordinated schedule; implemented skill building program RELATED ACTIVITIES Completed Child Abuse Seminar, Fall 2012 Adventure Education, Spring 2013 Violence Prevention Seminar, Fall 2012 OTHER EXPERIENCE List other work experience List any teams you played on MEMBERSHIPS/PROFESSIONAL ASSOCIATIONS American Alliance of Health, Physical Education, Recreation and Dance, Reston, VA New York AHPERD, Little Falls, NY South Eastern Zone of NYSAHPERD, Westchester County, NY SKILLS AND INTERESTS Microsoft Word, PowerPoint, Excel; some experience in website development Baseball, Soccer, Basketball, Karate, Lacrosse 12

14 Sample Resume For Educational Leadership Source: School Leader Internship (Martin,Wright, Danzig, Flanary & Brown, 2005) GEORGE WASHINGTON 25 Adams Street, Purchase, NY (W) (H) EDUCATION M.Ed. Education Leadership, Manhattanville College, Purchase, NY, 2012 BA English, Carleton College, Northfield, MN, 2000 CERTIFICATION NYS Certification: School Supervisor/Administrator, May 2012 English Education (grades 7-12), May 2000 ADMINISTRATIVE AND LEADERSHIP EXPERIENCE Martha High School, Mt. Vernon Union High School District, Mt. Vernon, AZ Assistant Principal, 2007-present Administered campus activities including over fifty school clubs, school facility use, and school ceremonies Expanded the student recognition program designed to reward and promote student attendance, academic achievement, and responsible actions on campus Evaluated and provided guidance for teachers using the district s evaluation instrument and informal observations and conferences Learning 24/7 Leadership Team Member, 2007-present Advised and designed a school wide plan to assure students success in the classroom, on standardized tests, and in life Aligned school curricula, incorporated test-taking skills into the curriculum; created a strong school-wide emphasis on basic reading, writing, and math skills in every class; incorporated critical thinking skills across the curriculum Evaluated the specific instructional needs of the students and teachers by surveying and analyzing student test data, grades, and district assessments English Department Chairperson, Designed a department-based professional literacy library and conference center to help teachers better their pedagogical skills Implemented an English department collaborative teaching plan that promoted positive teacher communication regarding units and lessons, methodology, classroom management, and student achievement Planned and presented various English department in-services designed to improve classroom instruction, time management, and grant writing Evaluated all English teachers using the district s evaluation instrument and informal observations while carefully monitoring the progress of new and inexperienced teachers 13

15 George Washington, page 2 North Central Accreditation Writing Goal Chairman, 2006-present Designed and implemented an in-service program for teachers in all subject areas to ensure successful writing instruction across the curriculum Presented instructional methodology to assist all staff members in teaching and using the six-trait writing rubric, creating quality writing prompts, and paragraph and essay organization TEACHING EXPERIENCE Martha High School, Mt. Vernon, AZ High School English Teacher, Integrated a variety of teaching methods and instructional strategies to generated student interest Evaluated and tracked student progress in class by using a combination of evaluations and student work samples Maintained positive relationship with students and parents while holding students to a high standard of acceptable class work Normandale Community College, Richfield, MN Upward Bound English Teacher, Normandale Upward Bound Program, Summer 2001 Designed a writing workshop for students involved to create, edit, and revise their work in a summer writing portfolio Published a variety of works from every student s summer writing portfolio in a book distributed to all students and parents and the end of the summer COACHING EXPERIENCE Martha High School, Mt. Vernon, AZ Head Basketball Coach, Incorporated a successful parent booster club that raised funds to support the basketball program Created a successful basketball program that won at least 19 games in each of the last three seasons while maintaining a team grade point average greater than 3.2 ADDITIONAL TRAINING/PROFESSIONAL DEVELOPMENT Cutting Edge Grant Writing, Otter Creek Institute, Phoenix, AZ, May 2007 Increasing Student Achievement, National School Conference Institute, Phoenix, AZ, March

16 George Washington, page 3 PRESENTATIONS Washington, G. (2007, September). Improving Student Writing. Presentation at the Inter-District Articulation Program, Mt. Vernon, AZ Washington, G. (2007, September). Incorporating Writing in all Classrooms. Presentation at The Martha High School Faculty Inservice, Mt. Vernon, AZ Washington, G. (2007, August). NCA Writing Goal and the Six-Trait Writing Rubric. Presentation at the Martha High School Inservice Program, Mt. Vernon, AZ PROFESSIONAL AFFILIATIONS Association for Supervision and Curriculum Development, 2006-present National Association of Secondary School Principals, 2007-present The National Council for Teachers of English, 2001-present 15

17 EFFECTIVE COVER LETTERS A well written business style cover letter should accompany every resume being sent to a prospective employer. Think of the cover letter as a promotional advertisement of your candidacy. The first impression of you as a candidate will be based on your ability to express yourself and stimulate interest in your background and qualifications. A cover letter s goal is to highlight your knowledge, skills and related experience and establish yourself as a viable candidate. Your cover letter should show how your qualifications meet the needs of the school and its students. This is your opportunity to distinguish yourself from the other candidates (background in the arts, ability to coach, fluency in a language, etc.) There are two basic types of cover letters: application (responses to available openings) and broadcast (general inquiry about available openings). Letters should be addressed to a specific individual. Try to find the name and title of the school district contact before writing. Hiring officials are often listed in directories, available by phoning the school district, or by checking online information about the district. Make sure you have the correct spelling of the person s name. If you cannot obtain a name, address the letter Dear Administrator. The first tip in writing a cover letter is to review information about the job and the school and attempt to address key points relating specifically to that position, school and district. Next, consider your own qualifications and select those that most closely fit the requirements of the position. What are your strongest selling points? What makes you especially qualified for that position? Cover letters should never be more than one page and should not repeat your entire resume. GUIDELINES Since most cover letters get only a minute or two of consideration, you must grab the reader s interest immediately! Always customize your letter for each position. Appearances count so pay attention to format. Proofread and have someone else proofread! Mistakes could cause your immediate rejection. Use the same contact information heading for resume and cover letter. Avoid beginning too many sentences with I. Use professional language without too much jargon. Demonstrate your abilities with specific examples. Show how your qualifications meet the needs of the school. Highlight relevant experiences, appropriate training and specific qualifications. Use your own words; you do not want your cover letter to sound like it was copied from a book or the internet. 16

18 COVER LETTER FORMAT FOR TEACHERS Date Contact Person s Name Title School or District Street Address City, State, Zip Code Name Your present street address City, State Zip Code Telephone Dear Administrator (or Mr., Ms., or Dr. if you know the person s name): First sentence/paragraph: State why you are writing: specify the position for which you are applying and whether you saw an advertisement or heard about the position or school through a referral or by reputation. Second paragraph: Begin with a sentence that immediately grabs the reader s attention. Briefly summarize why you are qualified for the position use examples and specific accomplishments to show how your skills and experience, strengths and accomplishments will address the school s and the students needs. Do not reiterate what is on your resume. However, you can elaborate on something in your resume and how it impacted the students. Highlight any special skills that make you a more valuable candidate, i.e. your desire to coach a sport, your theater/drama experience, your interest in music or art, etc. If you are a graduate of the school, student taught or was a TA at the school, mention it in the first sentence of this paragraph. Third paragraph (optional): Use this paragraph to reveal more of yourself. If you are a career changer, tell how skills developed during your previous experience will be an asset to you as a teacher (i.e. communication, management, follow through, organization). You can also state why you decided to teach. Last paragraph: Express your sincere commitment to education and teaching children. Close the letter with a request for an interview and include your telephone number if you do not use your resume heading. Conclude by thanking the reader. Sincerely, (Signature) Your full name, typed 17

19 SAMPLE COVER LETTERS Sample cover letter for recent graduate STEPHANIE ROBINSON 2900 Purchase Street Purchase, NY April 20, 2009 Ms. Sara Jones Director of Human Resources Summerville School District Summerville, NY Dear Ms. Jones: I read with great interest the elementary teaching position posted on the OLAS website and am eager to apply for this exciting opportunity. In addition to completing an undergraduate degree this year, I served as a tutor in an after-school program at a local homeless shelter, where I helped students complete homework assignments and broaden their understanding by connecting to the world outside their community. As a student teacher, I created lessons that engaged all learners by applying a variety of teaching methods and utilizing SMARTboard technology. I formed cooperative learning groups, organized individualized projects, created learning centers and implemented learning style research in every lesson. Alternative assessment methods, such as portfolios, rubrics and performance assessments, in combination with traditional tests, enabled me to evaluate the students individually and comprehensively. In both my student teaching and tutoring experiences, I met with parents to keep them apprised of their child s accomplishments and areas needing extra attention. Classroom computers present unique opportunities to help each child achieve success. In a staff development workshop I attended called Problem-Based Learning, I learned to pose open-ended questions that children could research over the internet. In addition, I have studied and continue to monitor educational software and websites that address the diverse abilities and interests of children. I am passionate about teaching children and forge relationships with them that help build a sense of confidence and enable them to grow as learners. I would appreciate the opportunity to meet with you to discuss how my skills and experience can meet the needs of your students. Thank you for your consideration. Sincerely, Stephanie Robinson 18

20 Sample cover letter for a career changer Thomas Nelson 1111 Purchase Street, Purchase, NY nelsont@mville.edu July 29, 2009 Dr. Rosalie Collins Human Resources Director Hamburg High School 2233 Division Street Hamburg, NY Dear Dr. Collins: I am interested in the secondary English teaching position for the academic year. I am well qualified for this position, possessing New York State certification for English Language Arts (5-12), a B.A. in English, and a Master of Arts in Teaching, Literacy (5-12). My experiences as a substitute, tutor, and student teacher have afforded me the opportunity to interact with diverse student populations and engage them in learning. Using teaching methods that coincide with the Universal Design for Learning, including providing high-interest learning material, multiple means of assessment and instruction, as well as the careful modeling and scaffolding of new skills, I strive to ensure that every student achieves excellence. In addition to believing that every student deserves and is capable of achieving success, I am passionate about preparing students for the globalized world that they will undoubtedly face as they grow to be adults. My lessons utilize any and all technology that is available, giving my students an education in common technological uses including professional writing and presentations, internet research, web design, and proper communication. Students are also encouraged to use and create podcasts, web quests, and other similar activities as part of their authentic learning experience, which engages them in the subject matter and teaches valuable real world skills. Through my previous experience in retail sales and management, I understand the importance of motivation and possess excellent listening and time management skills. In training my sales staff, I created a cohesive team of people from very different backgrounds, modifying my training style to suit the needs of each individual. I participated as a tutor through a program at my company, volunteering each week as a teacher s assistant in a local public school. It was this experience that inspired me to re-evaluate my career and return to school to become a teacher. I look forward to hearing from you at your earliest convenience to further discuss my qualifications as a secondary English teacher in your district. Thank you for your time and consideration. Sincerely, Thomas Nelson 19

21 COVER LETTER GUIDELINES FOR EDUCATIONAL LEADERSHIP STUDENTS Your cover letter should Be one to one-and-a-half pages in length with short, clear paragraphs Single space within paragraphs; double space between paragraphs Describe you, not your previous employer Outline the realization of the district s goals Show that you have done your homework (know district/school and its needs) Be error free spelling, punctuation, grammar must be perfect Be positive, void of anything negative (districts want positive leadership) Clearly describe YOU and give the district the opportunity to assess the match between you and the position Highlight (but not repeat) information in resume that is germane to the position and the district s needs In drafting the cover letter, you must assess your knowledge, disposition, skill and match to the position and district. The letter will be the first impression the district has of you and should bring out the highlights of your resume and your knowledge of the district and position. It is an opportunity to explain and expand your resume with a sample of your writing, philosophy and vision, and to establish how these conform to the needs and expectations of the district/school. The cover letter should contain the following four sections. Paragraph One Begin by stating the position for which you are applying Include that you are aware of the duties and responsibilities of the position State whether you meet all of the qualifications if you do not, specify which qualifications you do not meet or indicate when they will be met Paragraph Two Highlight the knowledge, skill and experience that you will bring to the district Intent should be to inform the district about what you can offer them for the future as opposed to what you have accomplished for someone else in the past. Example: state that you bring two years of experience in administering a primary reading program, instead of stating that you ran the Distar Program for the XYZ District Summarize your resume might include the highest degree attained, total number of years in education, relevant training or experience, etc. Can include further explanation and/or additional information not included in your resume information about your background, the types of students with whom you have worked, evaluations, successes with particular students, other relevant information. Paragraph Three Your Match with the District Show how your knowledge, skills and experience meet the current and future needs of the school/district Become knowledgeable about the history, current issues and future demands of the district Analyze the needs of the district and position in light of your experience and abilities this is the opportunity to show that you are the right match Paragraph Four Thankful and Bold Conclusion Offer a thank you for the time and effort the district took to review your application materials Request an opportunity to meet to further discuss your qualifications Source: School Leader Internship: Developing, Mentoring and Evaluating Your Leadership Experiences (Martin, Wright, Danzig, Flanary & Brown, 2005) 20

22 REFERENCES As a part of the interview process, an employer will request 3-5 professional references. They will be interested in communicating with people who can provide information on your performance as a teacher or student teacher, student, employee, volunteer, etc. Carefully select references who know you well enough to offer concrete examples of your strengths. Always contact references before you share their contact information with employers. Make sure you supply your references with a copy of your resume. It is helpful to bring your reference list with you to interviews the interviewer may request it. The Reference page should be a separate document from your resume. Use the same contact heading at the top of the page as is on your resume. Type References below the contact information and then list 3-5 contacts, in the order you would like them to be contacted. Include the individual s name, title, and contact information. Joyce Warren 1000 Sample Avenue Anywhere, NY phone number address Dr. Melissa Jones Principal Elm Street Elementary School 1700 Purchase Street, Purchase, NY Phone References Ms. Susan Rockwood Co-operating Teacher Elm Street Elementary School 1700 Purchase Street, Purchase, NY Phone Dr. Rachel White Professor, Elementary Education Manhattanville College 2900 Purchase Street, Purchase, NY Phone 21

23 INTERVIEW PREPARATION Making a strong, lasting impression while conveying your skills, abilities and enthusiasm is critical to getting hired. You must be able to convincingly communicate your value to the school and its students. Be able to convey your ability and enthusiasm to teach. Preparation is vital to your success. In order to effectively answer questions, you need to do your homework about yourself and the schools which you are considering. Interviewers seek attributes such as communication skills, leadership abilities, selfmanagement and personal development skills. Self Assessment: Identify your strengths. Be able to describe your skills in terms familiar to employers - dependable, quick learner, competent, organized, dedicated, enthusiastic, etc. Be able to communicate clearly: The main reason the employer would want to hire you. A summary of what you have to offer in the way of experience, credentials and personality. Two key accomplishments to support your interest in the position. An answer to what you think might be the employer s main objection to you, if any. Why you want to work for that particular school or district. The fact that you are student-centered and a child advocate. (adapted from Through the Brick Wall, Wendleton) Research Potential Employers: Learn as much as you can about the districts or schools that you are targeting in your job search. Go online to and visit the home pages of various districts. Get information from Chambers of Commerce and local real estate offices. Read local newspaper articles about school-related issues (budgets, school boards, classroom activities, testing scores, etc.). Check the district s Report Card online at Talk to teachers and parents you know in the district or school. Identify college alumni (through alumni databases, LinkedIn etc.) working in the industry and network with them to learn more about schools and districts they are working within. For each school that grants you an interview, find out the following information: Basic demographics of the district: geographic boundaries, number of students enrolled, number of teachers employed, socio-economic level and ethnicity of students and district atlarge. Statistics concerning pupil achievement in reading and math at grade level above or below? Names of key district personnel. What the work environment is like professional development opportunities, workshops/support for new teachers. Instructional programs and learning objectives for students in the district. Any honors for academic excellence? What extracurricular and sports programs are offered? Practice stories that demonstrate your abilities in front of the mirror or with a friend. Rehearse answers to anticipated questions. Do your answers sound knowledgeable, direct and brief? Decide ahead of time which weakness you might disclose and how you will explain the ways you are working to, or have overcome it. 22

24 TIPS FOR INTERVIEWING SUCCESS Listen carefully to the question and answer what is asked as precisely as possible. If you are not sure what the interviewer asked, get clarification. You can ask the interviewer to explain it, That s an interesting question, but I want to be sure I understand. Could you please explain it again? If the question concerns an area that is not one of your strengths, do not dodge the issue. Your response might indicate that you are aware of areas in which you want to expand your abilities. For example, if the interviewer asks you to identify any recent workshop experience and you have none, you might say, I was not recently in the position to take advantage of any workshops. However, I think workshops are a valuable part of every teacher s continuing growth. I would be very interested in attending workshops about technology in the classroom or values education. Does the district have some specific workshops which they would like me to attend if I am selected for this position? Be concise! Direct your answer to the question and make a few powerful points. Try to limit your answers to two minutes. If you start repeating information, that is a signal to you that it s time to wrap up your response. The length of an answer has no relationship to its quality. Provide specific examples or points to underscore your ideas. You add power to your answer by providing a specific example of how you would apply a principle to a real situation. Do not be afraid to reflect and frame your thinking before answering a complicated question. Take a few moments to organize your thoughts when presented with a complicated question. When appropriate, try to target your answers to what you know about the district and its students. You will have a more successful interview if you match your skills with the particular needs of the school. This is your chance to spotlight your strengths and overcome the weaker aspects of your candidacy. Here are some ways to turn some potential difficulties into strengths: Recent college graduate The fact that you have been asked to interview for a position means that the interviewers know you are a new teacher and see your potential. This is an opportunity to highlight your expert training, accomplishments during student teaching, your high energy level, your willingness to contribute to co-curricular activities, and your understanding of youth culture. Teacher changing schools Use the interview to showcase your proven classroom skills and training. By researching the school beforehand, you can incorporate and adapt your skills and experiences to fit the needs of the school. 23

25 Returning to teaching Be prepared to show how experience gained away from the classroom will be an asset to you as a teacher. Raising children, demonstrating responsibility over a period of years to an employer, leadership positions in the community have prepared you to meet the challenges of teaching. Be sure that your commitment and determination to return to teaching comes through in your responses. Career changers As with those returning to teaching, you want to emphasize your work and life experiences. The key is to demonstrate how the experience and skills you have developed in another career (training, supervising, managing, implementing procedures, etc.) are transferable to the classroom. The fact that you have left a profession, completed required courses and are willing to start over in a new career indicates your commitment to teaching. You also must be prepared to explain why you decided to change careers and become a teacher. The best responses show that you are committed to and passionate about teaching and not running away from an unsuccessful career. 24

26 CHARACTERISTICS SOUGHT AFTER IN TEACHERS Ability to make a difference with challenging and special students Allow for individual expression Community involvement and civic responsibility Confidence Empathy for students Energy and enthusiasm Excellent communication skills Foreign language skills Flexibility General intellect Having an educational philosophy Initiative Interest in extracurricular activities Knowledge and use of technology Knowledge of current teaching methodology Knowledge of subject matter Leadership ability Lifelong learners Love of children and enthusiasm for teaching Management skills Maturity and judgment Organization Other experience with children parenting, scouts, coaching Patience Person with interests and hobbies a life Poise Possibility not limitations Public speakers Respect for oneself and for children Role model for students Sense of humor Team players Understanding of multiple intelligences Warmth and nurturing Willingness to grow 25

27 COMMON INTERVIEW QUESTIONS AND RESPONSES Use the following sample questions and answers as guidelines to prepare for your interview. Tailor these responses to your particular teaching style and the grades that you teach. Practice responding to these questions and be sure you know how to answer them with confidence. Be able to give specific examples. Tell us about yourself. This will be the first question at almost every interview. Give a brief background (in about 1-2 minutes). Include the colleges you graduated from, what you are certified to teach, a summary of your teaching and working experiences, and why you would love the job. Be specific. How do you teach to the state standards? Stress that your lessons are designed to relate to the standards and also to the teachable moment. Be sure the lesson plans in your portfolio have the state standards typed right on them. When asked about them, pull out a lesson plan and show the close ties between your teaching and the standards. Where do you see yourself in five years? Interviewers are checking to see if this is a career commitment for you. You see yourself in the classroom in five years you cannot imagine being anywhere else! Or, perhaps you plan to pursue an administration or guidance degree and advance your career within the district. Whatever you do, do not imply that the job you are applying for is a shortterm stepping stone to a job in another district. Describe your discipline philosophy. You use lots of positive reinforcement. You are firm, but you do not over react. You have appropriate consequences for inappropriate behavior. You have your classroom rules developed by you and your students posted clearly on the walls. You have created common routines that students follow every day. You adhere to the school s discipline guidelines and policies. You should be able to handle most discipline problems on your own. However, be prepared to respond to questions that address those instances when intervention from the principal or other faculty is appropriate. For example, if a fight breaks out, you would immediately notify the office and ask for assistance. How would you handle a gifted student? If there is an honors/gifted/advanced placement program, you can recommend the child. For the most part, they are looking to see what you would do with a gifted student in your own classroom. There are a couple of answers that candidates frequently give that are just plain wrong: - Wrong answer: I will give the student extra work. Do not say this because you do not want to punish the child for being gifted. Instead, you can say I will modify assignments to make them more challenging. Differentiated instruction is the key to ensuring that all students are challenged. - Wrong answer: I will have the gifted child help other students. Do not say that you will have the child help struggling students because that implies that you will use the child as your assistant because he finishes his work too fast. - Correct answer: I will provide individualized attention and/or small group instruction when possible so that children at all ability levels can maximize their learning. 26