The Basics of Resume Writing for Teachers
I. Purpose
The purpose of the resume is to convince employers of what you have to offer, and how your skills match the skills he/she is seeking for the opening.
II. How to start
Brainstorm by making a list of your qualifications with the following headings: Education, Professional Preparation, Other Experience, Activities, and Special Skills/Recognitions. At this point, don’t worry about the format, just the information written down.
III. Contents
Your resume should include six basic blocks of information.
A . Identification: Include your name, address (both campus and permanent), and phone numbers. Since you will be leaving campus after graduation, you might want to say until what date you will be at the campus address.
For example: Campus Address (until 5/9/09)
B.Objective: Research shows that employers like objectives and that they enhance the resume. An objective makes a resume look more focused. This statement should be concise and specific. You may want to call this section "Teaching Objective." If applying for a secondary education position, you may want to include extracurricular activities you are willing to sponsor.
Examples:
1. Elementary Teaching Position, K-6.
2. Secondary or middle school position in science. Qualified and interested in coaching track, volleyball or swimming.
3. High School English Teacher.
C.Education: Here is where you state: your degree (Bachelor of Arts or Bachelor of Science); name of school; city; state; your major(s); and date of graduation. Other optional sections under this heading might include: relevant courses; course projects; honors/ scholarships; GPA (if it is a 3.0 or better); or % of your education that you financed. Be sure to list any and all certifications and the dates.
If you transferred, you need to list the name of your other school(s), city and state, and dates you attended
D. Professional Preparation: This section should include your student teaching experience, practica, and any other teaching experience you have had. Employers prefer the reverse chronological format. List the most recent job first, the next most recent and so on. It is easy to read and identifies your work experience clearly.
You need to include all the important information:
Job title, name of employer, city, state, and dates of employment. Highlight achievements/accomplishments and skills developed.
Use the Action Verb and Transferable Skills sheets included in this handout to restate tasks with action verbs and powerful concise statements.
E . Other Experience: Include campus jobs, and other employment, volunteer work, etc. Especially include any experiences where you have worked with children or adolescents. Only include jobs that you have held since high school unless it is relevant to your teaching aspirations.
F. References : State that your references are available from the Career Center and give the address and phone number. If you have not already done so, ask a Career Center staff member about starting a credentials file for your reference letters.
G. Optional Sections:
1. Activities: List any campus or community activities you've been involved with while in college. List the name of the organization, positions held (if any), dates of involvement, and any achievements. You may include a brief description if necessary.
2. Special skills: List any relevant skills for the position to which you are applying (i.e. computer or foreign language skills)
3. Honors/ Awards/Scholarships: Focus on any special achievements or recognitions. If listing scholarships, describe their nature (i.e. academic, leadership based, etc.)
IV. Final Notes
A. PROOFREAD! PROOFREAD! PROOFREAD! (in other words, edit very carefully!).
B. Try to keep it one page.
C. Use italics, bold, underlining, etc. to emphasize and highlight, but don't over do it.
D. You must have different resumes for each type of position you are seeking.
E. Print on a laser printer. Use good quality resume paper...white or ivory are the most acceptable colors. You can print on plain paper and have it copied (professionally) onto resume paper.
Action Verbs
Adapted, enlarged list inspired by Employment Development Department of Palo Alto, CA
Management Skills administered analyzed assigned attained chaired contracted consolidated coordinated delegated developed directed evaluated executed improved increased organized oversaw planned prioritized produced recommended reviewed scheduled strengthened supervised
Communication Skills addressed arbitrated arranged authored corresponded developed directed drafted edited enlisted formulated influenced interpreted lectured mediated moderated motivated negotiated |
persuaded promoted publicized reconciled recruited spoke translated wrote
Research Skills clarified collected criticized diagnosed evaluated examined extracted identified inspected interpreted interviewed investigated organized reviewed summarized surveyed systemized
Technical Skills assembled built calculated computed designed devised engineered fabricated maintained operated overhauled programmed remodeled repaired solved trained upgraded |
Teaching Skills adapted advised clarified coached communicated coordinated developed enabled encouraged evaluated explained facilitated guided informed initiated instructed persuaded set goals stimulated
Financial Skills administered allocated analyzed appraised audited balanced budgeted calculated computed developed forecast managed marketed planned projected researched
Creative Skills acted conceptualized created designed developed |
directed established fashioned founded illustrated instituted integrated introduced invented originated performed planned revitalized shaped
Helping Skills assessed assisted clarified coached counseled demonstrated diagnosed educated expedited facilitated familiarized guided referred rehabilitated represented
Clerical or Detail Skills approved arranged catalogued classified collected compiled dispatched executed generated implemented inspected monitored operated |
organized prepared processed purchased recorded retrieved screened specified systemized tabulated validated
|
76 Transferrable Skills
Information Management Skills:
ability to . . .
A. sort data and objects
B. compile and rank information
C. apply information creatively to specific problems or tasks
D. synthesize facts, concepts and principles
E. understand and use organizing principles
F. evaluate information against appropriate standards
Design and Planning Skills:
ability to . . .
A. identify alternative courses of action
B. set realistic goals
C. follow through with a plan or decision
D. manage time effectively
E. predict future trends and patterns
F. accommodate multiple demands for commitment of time, energy and resources
G. assess needs
H. make and keep a schedule
I. set priorities
Research and Investigation Skills:
ability to . . .
A. use a variety of sources of information
B. apply a variety of methods to test the validity of data
C. identify problems and needs
D. design an experiment plan or model that systematically defines a problem
E. identify information sources appropriate to special needs or problems
F. formulate questions relevant to clarifying a particular problem, topic or issue
Communication Skills:
ability to . . .
A. listen with objectivity and paraphrase the content of a message
B. use various forms and styles of written communication
C. speak effectively to individuals or groups
D. use media formats to present ideas imaginatively
E. express one's needs, wants, opinions and preferences without offending the
sensitivities of others
F. identify and communicate value judgements effectively
G. describe objects or events with a minimum of factual errors
H. convey a positive self-image to others
Human Relations and Interpersonal Skills:
ability to . . .
A. keep a group "on track" and moving toward the achievement of a goal
B. maintain group cooperation and support
C. delegate tasks and responsibilities
D. interact effectively with peers, superiors, and subordinates
E. express one's feelings appropriately
F. understand the feelings of others
G. use argumentation techniques to persuade others
H. make commitments to people
I. be willing to take risks
J. teach a skill, concept or principle to others
K. analyze behavior of self and others in group situations
L. demonstrate effective social behavior in a variety of settings and under different
circumstances
M. work under time and environmental pressures
Critical Thinking Skills:
ability to . . .
A. identify quickly and accurately the critical issues when making a decision or
solving a problem
B. identify a general principle that explains interrelated experiences or factual data
C. define the parameters of a problem
D. identify reasonable criteria for assessing the value or appropriateness of an
action or behavior
E. adapt one's concepts and behavior to changing conventions and norms
F. apply appropriate criteria to strategies and action plans
G. take given premises and reason to their conclusion
H. create innovative solutions to complex problems
I. analyze the interrelationships of events and ideas from several perspectives
Management and Administration Skills:
ability to . . .
A. analyze tasks
B. identify people who can contribute to the solution of a problem or task
C. identify resource materials useful in the solution of a problem
D. delegate responsibility of completion of a task
E. motivate and lead people
F. organize people and tasks to achieve specific goals
Valuing Skills:
ability to . . .
A. assess a course of action in terms of its long-range effects on the general human
welfare
B. make decisions that will maximize both individual and collective good
C. appreciate the contributions of art, literature, science and technology to
contemporary society
D. identify one's own values
E. assess one's values in relation to important life decisions
Personal/Career Development Skills:
ability to . . .
A. analyze and learn from life experiences - both one's own and others'
B. relate the skills developed in one environment (e.g., school) to the requirements
of another environment (e.g., work)
C. match knowledge about one's own characteristics and abilities to information
about job or career opportunities
D. identify, describe and assess the relative importance of one's needs, values,
interests, strengths and weaknesses
E. develop personal growth goals that are motivating
F. identify and describe skills acquired through formal education and general life
experiences
G. identify one's own strengths and weaknesses
H. accept and learn from negative criticism
I. persist with a project when faced with failure unless it is clear that the project
cannot be carried out or is not worth the time or effort required to complete it
J. generate trust and confidence in others
K. take risks
L. accept the consequences of one's actions
M. "market" oneself to prospective employers
Developed by Paul Breen, San Francisco State University