b'Resume Guide for Teachers\n\nThis packet is intended to serve as a starting point for creating or improving your teaching\nresume. Included in this packet are best practices that the Career Center have researched\nand found to be true. Information and sample resumes within this packet are not intended\nto be taken verbatim. Constructing a teaching resume is an art, not a science. Make your\npersonal resume unique and stand out by making it represent you.\nThe resources this packet highlights are available to all students; take advantage of the Career Center and the services it provides you.\n\n\x0cWhat to Expect\n\nTeaching Resume Aesthetics, Content & Editing\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6..\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6..Page 3\nThree necessary components of a great teaching resume are detailed\n\nKey Elements of a Successful Teacher Resume\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6...Page 4\nMandatory vs. optional elements in a successful teaching resume\n\nPoor Teaching Resume Example\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6..Page 5\nDetails common mistakes of a teaching resume\n\nTransferable Skills & Action Verbs\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6....Page 6\nA comprehensive list of transferable skills and action verbs that have potential in a teaching resume\n\nConstructing a Proper Achievement Statement (bullet point)\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6Page 7\nCreating a bullet point stress you out? Here is a fool proof way to construct a proper achievement statement.\n\nBuzz Words\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6..Page 7\nAnswer the question, \xe2\x80\x9cWhat are buzz words and how should they be used in a resume\xe2\x80\x9d\n\nTeaching Resume Samples...\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6Pages 8-11\nThese should not be viewed as a template, yet as examples you can look to for ideas and guidelines.\n\nCareer Center Teaching Resume Resources\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6\xe2\x80\xa6 Page 12\nThe career center is here to help. Check out the career advising, workshops and other resources we offer!\n\n2\n\n\x0cTeaching Resume Aesthetics, Content & Editing\nWriting a Teaching Resume is an art, not a science. There is no one correct way to formulate your resume, but\nthere are some best practices and standards that the Career Center recommends. Stand out from the crowd with\nhigh quality content and a clearly written, error-free document. Teaching Resumes need to be aesthetically\npleasing, dense with relevant content and properly edited.\nAesthetics: Always remember to have a classic, professional resume. This includes the font choice, consistency ,\nan appropriate amount of white space, length and overall appearance of the resume. Teaching is a creative and\ninnovative profession; a teaching resume should be strictly professional. Professional means there should not be\nany pictures, colors or designs on your resume. Those within the education field will immediately exclude you\nfrom potential candidates if your resume has poor aesthetics and is not professional.\nContent: While aesthetic mistakes can take you out of the running for a position, the content of the resume is\nwhat will make you stand out from the crowd. Experiences you choose to include in your teaching resume should\nbe the most relevant to your target audience. Accomplishment statements are intended to expand on your relevant\nexperience and highlight your expertise. Look to page 7 for more advice on accomplishment statements.\nEditing : Editing is a necessary component of resume writing that is often underutilized. Editing is where you\nand others assure that content is accurate and aesthetics are pin point. Have as many people proofread your\nresume as possible and stop by the Career Center for an extra set of eyes! Look to page 12 for detail of Career\nCenter services and workshops specifically for Teachers!\n\x01 Reverse Chronological Order: Within each section on the resume, your experience must go in reverse\nchronological order, meaning from new to old.\n\x01 Accomplishment Statements (Bullet Points): Eliminate the pronoun \xe2\x80\x9cI\xe2\x80\x9d at the beginning of each bullet\npoint as this is assumed. Avoid introductory and wind-up phrases such as \xe2\x80\x9cMy duties included...\xe2\x80\x9d and \xe2\x80\x9cMy\nresponsibilities were\xe2\x80\xa6\xe2\x80\x9d . Describe achievements, rather than listing duties, quantify outcomes whenever\npossible, and be sure to highlight your proficiency in teaching and transferable skills. More description on\nAccomplishment statements can be found on page 7.\n\x01 Length: With rare exceptions, student teachers and new teachers should keep their resume to 1 page. If\nyou have difficulty narrowing down your resume, consider removing elements that are not closely related\nto teaching; Ask yourself, \xe2\x80\x9cWill this experience enhance and support my future in education and teaching?\xe2\x80\x9d\n\x01 Margins: Make your resume visually attractive by using an appropriate amount of whitespace to allow the\nreader\xe2\x80\x99s eye to rest. Using .8 inch to 1.5 inch margins is standard practice.\n\x01 Font: Use a professional font that is easy to read. Times New Roman, Arial, and Courier New are good\nchoices. A 10-12 point font size is recommended.\n\x01 Consistency: The formatting of a resume needs to be consistent. For example, if you choose to bold a job\ntitle, make sure you bold every job title. Also, make sure that everything lines up neatly on the page.\n\x01 Accuracy: Your resume, and all other job search materials, must be 100% error free. Be sure to carefully\nread through your resume, checking grammar, spelling, and punctuation. Editing a resume can always use\nanother set of eyes; have as many people proofread it as possible, and, come to the Career Center!\n\x01 Paper Quality: Use a high quality paper stock (24-32 lb, 25% cotton fiber, 8-1/2 x 11) when mailing your\nresume or bringing one to an interview. Use the same paper for cover letters and thank you letters. White,\nivory, or light grey are good choices.\n\n3\n\n\x0cKey Elements of a Successful Teacher Resume\nMandatory Elements\nThese elements need to appear on every teaching resume.\n\nIdentification\nNeeds to include your first and last name (should be the largest font size, but not too oversized to look out of place), contact\ninformation : phone number and professional email address, and your street address, city, state & zip code\n\nCertification\nList all certifications and when you expect to receive them: Early Childhood (Type 04), Elementary (Type 03), Secondary\n(Type 09), Special Education (Type 10), Physical Education (Type 10)\nList any endorsements you expect\nExample: Illinois Initial Elementary Certificate (Type 03), expected July 2014\nMiddle Grade Endorsement expected in Language Arts\n\nEducation\nInstitution, City, State\n(Expected) Graduation Month Year\nWrite out the full name of your (expected) degree; also list Minors and Concentrations\n*Please note that all degrees are written in singular, for example: Bachelor of Arts in Elementary Education\nGPA: 4.0/4.0 (it is recommended that you include your GPA if it is 3.0 or higher)\nOther possible information to include: Study Abroad, Relevant Coursework, or Academic Awards and Honors\n\nExperience\nExperience is mandatory and the heart of any teaching resume; however, it can be represented in a variety of ways. Choose\nthe most rich, concrete, relevant teaching experiences to put on your resume. Keep in mind that after each experience, there\nwill be bullet points (accomplishment statements) detailing your experience more fully. Refer to page 7 for more advice on\ncreating an accomplishment statement. Important Note: within each section, experiences are to be listed in reverse chronological order.\n\nTeaching Experience (Student Teaching)\nStudent teaching is your most relevant teaching experience directly out of college. Therefore, it will directly follow the education section and take up the most amount of space on a teaching resume directly after college. Include specific lesson plans,\nclassroom management skills and teaching styles that make you unique. Refer to page 7 to find out more about creating a\nproper accomplishment statement.\n\nTeaching Related Experience\nHighlight paid or unpaid experiences though which you have gained teaching related skills. Examples include, but are not\nlimited to: camp counselor, tutor, coach and nanny.\nExample:\n\nNanny, Smith Family, Chicago, IL\n\nMarch 2008-Present\n\nInteractive Field Experience\nFocus on a select few experiences in which you played an active role in the classroom and with students.\nExample:\n\nSecond Grade, Washington Elementary School, Chicago, IL\n\nSeptember 2009\xe2\x80\x93 October 2009\n\nWork/Professional Experience\nPrincipals will be most interested in your teaching experience; however, you may include skills obtained for another industry\nthat are transferable to a classroom. For example, training, collaborating or mentoring.\n\nOptional Elements\nThese are other options to include on your resume:\n\nVolunteer Experience, Leadership Experience, Honors/Activities, Special Skills and Interests,\nProfessional Development\n\n4\n\n\x0cPOOR RESUME SAMPLE\n\nJAMES WALTON\n2261 N. Broadview Apt 21\nChicago, IL 60615\n\nPoor Aesthetics:\n\xe2\x80\xa2 All the bolding, italics and lines\nmake the resume too busy\n\xe2\x80\xa2 Inconsistency in text and format\n\xe2\x80\xa2 Improper use of bullet points\n\nEmail: j.walton@gmail.com\nCell: (773)885-7142\n\nCERTIFICATION\nIllinois Initial Secondary Certificate (Type 10), Expected\nEDUCATION\nMaster of Science in Education, DePaul University, Chicago, IL, expected November 2009\nGPA: 4.0\nBachelor of Science in Chemistry, University of Illinois at Urbana-Champaign, May 2006\n\nTEACHING RELATED EXPERIENCE\nTutor, Lincoln Park High School, Chicago, IL, September 2007 - December 2007\nTutored students in various subjects\nINTERACTIVE FIELD EXPERIENCE\nGage Park High School, April-May 2007\nAssisted teachers with projects\nAssisted students in an inclusion course\nAssisted students in a self-contained classroom with their final project\nWalter Payton College Prep, September-October 2007\nAssisted teacher with supervision of laboratory projects\nHelped students in laboratory projects\nHelped to refine students\xe2\x80\x99 laboratory techniques and critical thinking skills\nWorked with small groups of students to aid comprehension of advanced chemistry concepts\nSKILLS\nProficiency in Microsoft Word, Excel, and Powerpoint\nHONORS AND SPECIAL ACCOMPLISHMENTS\n\nEducational:\n\xe2\x80\xa2 Illinois Future Teachers Corps Scholarship, 2007-2008\n\xe2\x80\xa2 Dean\xe2\x80\x99s List, University of Illinois at Urbana-Champaign, Spring 2006\nPoor Editing:\n\xe2\x80\xa2 National Dean\xe2\x80\x99s List, 2003-2004\n\xe2\x80\xa2 Missing dates and locaBrighton Arts Camp attendee: Summers 1998, 1999, 2000, and 2001 (Piano major)\ntions, such as for exCommunity:\nAlpha Phi Omega, Alpha Alpha chapter (a co-educational service fraternity)\n\n\xe2\x80\xa2\n\npected certification\nNot an easily readable\nresume\n\nPersonal Interests:\n\xe2\x80\xa2 Piano (performance\xe2\x80\x9418 years, accompaniment\xe2\x80\x949 years, chamber music\xe2\x80\x946 years)\n\nPoor Content:\n\xe2\x80\xa2 Accomplishment statements are not unique to teaching candidate\n\xe2\x80\xa2 Skills should be the last section on a resume and exemplify something more than basic computer knowledge\n\n5\n\n\x0cTransferable Skills & Action Verbs\nTRANSFERABLE SKILLS\nTransferable skills are those that can be applied in multiple work settings. Consider incorporating them, in addition to those\nthat are specific to your intended career field, by providing examples of when you have successfully used them in your\nbulleted accomplishment statements. Some examples of transferable skills include the following:\nCLERICAL\nBookkeeping\nClassifying\nCollecting\nCompiling\nComputing\nExamining\nFiling\nOrganizing\nRecording\nWord processing\n\nCREATIVE\nDesigning\nDeveloping\nEstablishing\nIllustrating\nImagining\nImprovising\nInventing\nperforming\nRevitalizing\nVisualizing\n\nHUMAN RELATIONS\nAdvising\nAssisting\nCounseling\nEmpathizing\nFacilitating\nGuiding\nListening\nMotivating\nRepresenting\nServing\n\nPUBLIC RELATIONS\nConducting\nConsulting\nInforming\nPlanning\nPresenting\nPromoting\nRepresenting\nResponding\nResearching\nWriting\n\nRESEARCH\nAssessing\nCalculating\nCollecting\nDiagnosing\nEvaluating\nExamining\nExtrapolating\nInterviewing\nInvestigating\nSynthesizing\n\nCOMMUNICATION\nEditing\nExplaining\nInfluencing\nInterpreting\nlistening\nMediating\nPromoting\nSpeaking\nTranslating\nWriting\n\nFINANCIAL\nAccounting\nAdministering\nAllocating\nAuditing\nBalancing\nCalculating\nForecasting\nInvesting\nProjecting\n\nMANAGEMENT\nCommunicating\nConsulting\nCoordinating\nDelegating\nDirecting\nEvaluating\nLeading\nNegotiating\nPersuading\nPlanning\n\nPROBLEM SOLVING\nAnalyzing\nAppraising\nDiagnosing\nExamining\nExecuting\nPlanning\nProving\nReasoning\nRecognizing\nValidating\n\nTECHNICAL\nAdjusting\nAligning\nAssembling\nDrafting\nEngineering\nInstalling\nObserving\nOperating\nProgramming\nRepairing\n\nTRAINING\nAdapting\nCommunicating\nDemonstrating\nEnabling\nEncouraging\nEvaluating\nExplaining\nInstructing\nPlanning\nStimulating\n\nACTION VERBS\nBeginning each bulleted accomplishment statement with a strong action verb helps to highlight your successes and allows a\nreader to get a sense of your skills by scanning the page prior to reading each individual bullet point. It is a good idea to vary\nthe action verbs on your resume in order to appeal to different audiences. Below is a list of verbs to help get you started.\nA\nAchieved\nActed\nAdapted\nAdjusted\nAdministered\nAdvanced\nAdvised\nAltered\nAnalyzed\nAppraised\nArranged\nAssembled\nAssessed\nAudited\nB\nBalanced\nBudgeted\nBuilt\nC\nCalculated\nCalibrated\nCategorized\nCharted\nClassified\nCoached\nCollected\nCombined\nCommunicated\nCompiled\nComposed\nComputed\nConducted\nConfigured\nConsolidated\nConstructed\n\nConsulted\nContrasted\nControlled\nConverted\nConvinced\nCoordinated\nCounseled\nCounted\nCreated\nCultivated\nD\nDecided\nDecreased\nDefined\nDelivered\nDemonstrated\nDesigned\nDetected\nDetermined\nDeveloped\nDevised\nDiagnosed\nDifferentiated\nDistributed\nDocumented\nDoubled\nDrafted\nE\nEdited\nEliminated\nEncouraged\nEngineered\nEnhanced\nEnsured\nEstablished\nEstimated\n\nEvaluated\nExamined\nExecuted\nExpanded\nExpedited\nF\nFacilitated\nFiled\nFilled\nForecasted\nFormulated\nFostered\nFulfilled\nG\nGained\nGathered\nGenerated\nGrew\nGuided\nH\nHandled\nHeaded\nHired\nI\nIdentified\nIllustrated\nImplemented\nImproved\nIncreased\nInfluenced\nInformed\nInitiated\nInspected\nInstalled\nInstituted\nInstructed\n\nIntegrated\nIntended\nInterviewed\ninvented\nInvestigated\nL\nLaunched\nLectured\nLed\nLiaised\nLogged\nM\nMaintained\nManaged\nManufactured\nMarketed\nMeasured\nMediated\nMentored\nMigrated\nMinimized\nMonitored\nMotivated\nN\nNegotiated\nO\nObtained\nOperated\nOrchestrated\nOrdered\nOrganized\nOriginated\nOversaw\nP\nPerformed\nPersuaded\n\nPlanned\nPosted\nPrepared\nPrescribed\nPresented\nPriced\nProcessed\nProduced\nPromoted\nProposed\nProtected\nProvided\nPurchased\nR\nRealized\nReceived\nRecommended\nReconciled\nRecorded\nRecruited\nRedesigned\nReduced\nReferred\nRemoved\nReorganized\nRepaired\nReported\nRepresented\nResearched\nResolved\nRestructured\nRevamped\nReviewed\nRevised\nRevitalized\nRouted\n\nS\nScheduled\nSelected\nSeparated\nServed\nServiced\nSet up\nSimplified\nSold\nSolved\nSpecified\nStarted\nStrategized\nStreamlined\nStrengthened\nStudied\nSummarized\nSupervised\nSupplied\nSupported\nT\nTested\nTracked\nTrained\nTransformed\nTranslated\nTroubleshot\nU\nUpdated\nUpgraded\nV\nVerified\nW\nWeighed\nWired\nWon\n\n6\n\n\x0cConstructing an Achievement Statement (Bullet Point)\nUnder each position you have on your resume, list bulleted accomplishment statements. These statements should explain what you did in the position, how you did it and the results of your actions. The skills you feel you have gained\nfrom your teaching related experiences should be represented through your accomplishment statements. Brainstorm\neach experience/position and create bullet points unique to you.\n\nBullet Point \xe2\x80\x9cFormula\xe2\x80\x9d\nAction Verb + Example + Result\nAction Verb: Always begin a bullet point with an action verb. Use a variety of action verbs to show\nthe variety of skills you have.\nAverage Bullet Point with Action Verb\n\xe2\x80\xa2 Tutored an eighth grade student\n\nExample: Give specifics as to what you did at that position. This will make you unique.\nBetter Bullet Point with Action Verb and Example\n\xe2\x80\xa2 Tutored an eighth grade student in pre-algebra\n\nResult: State what you achieved from your example; what was the purpose of you doing what you did?\n\xe2\x80\xa2\n\nPerfect Achievement Statement with Action Verb, Example and Result\nTutored an eighth grade student in pre-algebra, using teacher\xe2\x80\x99s curriculum to raise her grade from a C to B+ over the\ncourse of a year\n\nBuzz Words\nThese are words you should be familiar with going into a teaching career. Buzz words are extremely effective when used\nin moderation on a resume and with direct examples to support their claim. Reflect on any teaching specific language\nand resources which you have utilized in your teaching. Below is a list of potential buzz words to include on a resume.\n\nMulti-cultural instruction\nTeam teaching\nThematic unit\nCritical thinking\nLiteracy (Literature) circles\nGuided reading\nDifferentiated instruction\nModified instruction\nInteractive exercises\nInterdisciplinary learning\n\nManipulative\nStudent centers\nPeer teaching\nResponse to Intervention (RtI)\nCooperative Learning\nBalanced Literacy\nIEP (Individual Education Plan)\nESL/ELL Students\nDevelopmentally appropriate practice\n(specifically for Pre-K)\n\n7\n\n\x0cCaroline Baltman\n\nSAMPLE : Secondary\n\n2355 56th Court; Lisle, IL 60016; 224-639-5330\ncbaltman@gmail.com\n\nObjective\nObtaining a teaching position that utilizes my passion for teaching chemistry to create a positive experience for the students by implementing\nvarious teaching methods and coordinating with other teachers to work on interdisciplinary units\n\nCertification\nIllinois Initial Secondary Certification (Type 09) in Science, expected June 2011\nHigh School Endorsements in Chemistry \xe2\x80\x93 Regular, AP and Honors classes, Biology, Earth Science and Physics\nMiddle school endorsement expected in Science\n\nEducation\nDePaul University; Chicago, IL\nBachelor of Science in Secondary Education Chemistry; expected June 2011\nAnticipated Graduating GPA: 3.75 / 4.0; High Honor Roll; Deans list all quarters in attendance\n\nTeaching Experience\nStudent Teacher: Wells High School; Grades, 11-12, Chicago IL; Spring 2011\n\xe2\x80\xa2 Facilitated learning of honors and regular chemistry for 3rd and 4th year students using student-centered lessons and activities\n\xe2\x80\xa2 Established acceptable classroom behavior guide with students\xe2\x80\x99 comments to minimize future class room management issues\n\xe2\x80\xa2 Discussed students\xe2\x80\x99 learning improvement and behavior in class with parents during the parent-teacher conference\n\xe2\x80\xa2 Utilized many student-centered learning techniques, including demonstrations, molecular model building, and discovery labs\n\xe2\x80\xa2 Devised a demonstration to connect acid-base reactions with the concept of limiting and excess reactants, related the demonstration\nto students\xe2\x80\x99 daily life, and allowed students to work in cooperative learning groups to analyze examples\n\xe2\x80\xa2 Created activities that show the relationship between chemistry concepts and everyday life to engage and motive students\n\xe2\x80\xa2 Modified curriculum for a English Language Learner and various Special Education Students in the regular education classroom by\ntranslating the concepts in student\xe2\x80\x99s native language or by explaining the concepts in various simpler steps\n\xe2\x80\xa2 Assisted students with preparation for ACT and PSAE standardized testing by providing explanation for various scientific concepts\nwhile working on practice test questions and modeling various reading strategies\n\xe2\x80\xa2 Tutored students before, during, and after school\n\xe2\x80\xa2 Attended various workshops during the 8th Annual CPS Service-Learning Conference\n\nInteractive Field Experience\nAmundsen High School, Junior Chemistry Classes , Chicago, IL; Fall 2010\n\xe2\x80\xa2 Observed regular, honors, and A.P. chemistry classes to better understand students\xe2\x80\x99 needs, implemented various activities and observed various classroom management techniques\nLane Technical High School; Sophomore Chemistry Classes, Chicago, IL; Winter 2010\n\xe2\x80\xa2 Gained experience on various teaching methods by observing two teachers working with physics and chemistry classes\nWilliams Junior High School; 7th Grade Self Contained Science Class, Elmwood Park, IL; Fall 2009,\n\xe2\x80\xa2 Assisted a sixth grade class with an eco-system experiment, and demonstrated how to actively take notes and how to point out important information in assigned reading to one special education student during an active reading assignment\n\nSkills and Interests\n\xe2\x80\xa2\n\xe2\x80\xa2\n\xe2\x80\xa2\n\xe2\x80\xa2\n\xe2\x80\xa2\n\nEager to sponsor various student organizations such as South Asian clubs and cultural awareness groups\nFluent in Urdu and Hindi\nInterested in organizing after school science sessions to provide students with additional help\nProficient with Microsoft Words, Excel, Power Point, and Graphic Analysis and Origin programs mostly used for physics, mathematics, and chemistry\nInterested in participating in drug abuse resistance programs and other health awareness programs\n\n8\n\n\x0cSAMPLE : Secondary\n\nSilva E. Lennon\n2266 South Racine\nChicago, IL 60624\n\nsilva.lennon@gmail.com\n(312) 223-7115\n\n_____________________________________________________________________________________________\nCERTIFICATION\n\nIllinois Initial Secondary Certificate in English (Type 09)\nMiddle School endorsement in Language Arts; Social Science endorsement, June 2009\n\nEDUCATION\n\nDePaul University, Chicago, IL, June 2009\nBachelor of Arts, Secondary Education English; G.P.A. 3.3/4.0\n\nTEACHING EXPERIENCE\nSubstitute Teacher, Grace Community School District 220, Chicago, IL Winter 2008-2009\n\xe2\x80\xa2 Requested as a substitute teacher by numerous teachers in Grace Middle School\n\xe2\x80\xa2 Maintained order in the classroom by efficiently executing lesson plans left by the teacher.\n\xe2\x80\xa2 Applied the necessary teaching strategies to use in classrooms with various skill levels.\nStudent Teacher, Grace Middle School, Seventh Grade English, Chicago, IL Fall 2008\n\xe2\x80\xa2 Prepared lessons independently for ten weeks based on the BMS English curriculum.\n\xe2\x80\xa2 Collaborated with the seventh grade team by developing various PowerPoint presentations and lessons.\n\xe2\x80\xa2 Encouraged knowledge of current events by creating a one-week unit plan based upon the 2008 Presidential Election\nusing cooperative grouping.\n\xe2\x80\xa2 Manipulated student cooperative groups according to average scores on the MAPS tests.\n\xe2\x80\xa2 Used differentiated instruction and both formative and summative assessments to evaluate student work.\n\xe2\x80\xa2 Designed various cross-curriculum warm-up activities to enhance connections between school subjects.\n\xe2\x80\xa2 Played an active role during parent-teacher conferences, and updated parents regularly on their child\xe2\x80\x99s progress in the\nclassroom. Also received excellent personal feedback from the parents of my students.\n\xe2\x80\xa2 Graded student\xe2\x80\x99s expository essays according to the ISAT rubric.\n\xe2\x80\xa2 Assisted the cheerleading coaches during try-outs, and acted as a mentor for the girls.\nTeaching Assistant, Franklin Middle School, Sixth Grade, Romeoville, IL Winter 2007-2008\n\xe2\x80\xa2 Implemented lessons developed by a cooperating teacher in a sixth grade language arts, reading, and social studies\nclassroom, and managed a classroom of over thirty students.\n\xe2\x80\xa2 Assisted in instructing a special needs student in developing reading and writing skills.\n\xe2\x80\xa2 Taught a lesson independently on the process of making inferences while reading.\nTeaching Assistant, Grove Ridge High School, Grades 9-10, Glen View, IL, 2003-2004\n\xe2\x80\xa2 Obtained field experience through a high school Child Development class containing a Pre-School lab.\n\xe2\x80\xa2 Developed a curriculum which fostered student\xe2\x80\x99s creativity and critical thinking in thematic units.\n\xe2\x80\xa2 Encouraged student improvement by sending weekly progress reports home to parents.\nTEACHING PREPARATION\n\xe2\x80\xa2 Observed use of Smart Boards in mathematics and English courses.\n\xe2\x80\xa2 Participated in Compass Learning training, and guided students to use this resource available to them.\n\xe2\x80\xa2 Collaborated with teachers during a seminar on how to integrate affective grouping strategies in class.\nAWARDS & ACTIVITIES\nNational Society for Collegiate Scholars\nZeta Zeta Sorority Member\nDean\xe2\x80\x99s List\nZeta Zeta Executive Board Member\n\n2004- Present\n2005- Present\n2005-2008\n2005-2006\n\nSPECIAL INTERESTS Eager to participate in extracurricular activities such as cheerleading, cross country, and track and field.\n\n9\n\n\x0cSAMPLE : Elementary\n\nJoseph Willams\n204 W. Plainview Avenue, Chicago, IL 60610 \xc2\xb7 (773) 238-8112 \xc2\xb7 jwilliams@yahoo.com\n\nCERTIFICATION\nIllinois Initial Elementary Certification (Type 03), April 2008\nMiddle School Endorsement in Mathematics and Social Sciences\n\nEDUCATION\nDePaul University, Chicago, IL\nBachelor of Science in Elementary Education, Concentration in Mathematics, March 2008\nTEACHING EXPERIENCE\nHawthorne Scholastic Academy, Chicago, IL\nStudent Teacher, October 2007-January 2008\n6th, 7th (Pre-algebra), 8th (Algebra) Mathematics\n\xe2\x80\xa2 Continuously taught, reflected, and modified skills by providing students with original homework assignments, review\npackets, and assessments\n\xe2\x80\xa2 Employed \xe2\x80\x9cproblem of the day\xe2\x80\x9d to reinforce previously taught skills, prepare students for ISAT, and encourage making\nconnections across the curriculum\n\xe2\x80\xa2 Implemented review activities as class began to utilize each available teaching minute\n\xe2\x80\xa2 Adapted lessons for advanced students and students with learning, and hearing disabilities\n\xe2\x80\xa2 Facilitated open tutoring Monday through Thursday mornings for any student who needed extra help\n6th Reading\n\xe2\x80\xa2 Strengthened comprehension skills such as making connections and predictions, and asking questions\n\xe2\x80\xa2 Encouraged critical thinking as well as targeted ISAT skills through stimulating discussions, purposeful journal writing,\nand focused essay writing\n\xe2\x80\xa2 Created various original assessments for each text in the curriculum\n6th Social Studies\n\xe2\x80\xa2 Aided in the production of a play based on The Canterbury Tales which was an interdisciplinary unit encompassing history, reading, art, dance, and music\n\xe2\x80\xa2 Created focused lessons on note taking skills and developed original assessments\n\xe2\x80\xa2 Participated in school wide geography bee\nTEACHING-RELATED EXPERIENCE\nDePaul University\xe2\x80\x99s Career Center, Chicago, IL\nPeer Career Advisor, February 2005-Present\n\xe2\x80\xa2 Utilize strong advising skills by critiquing students\xe2\x80\x99 resumes as well as providing interviewing tips, job search strategies,\nhelping with online resources and facilitated career resource workshops\n\xe2\x80\xa2 Train new front desk staff, new Peer Career Advisors and identify mentorship techniques\nBakerson Family, Chicago, IL\nChildcare Provider, March 2006-Present\n\xe2\x80\xa2 Introduced games and story hour which encouraged comprehensive, problem-solving, and vocabulary.\nVOLUNTEER EXPERIENCE\nBoys and Girls Club of Chicago, Chicago, IL\nVolunteer Mentor at Jahn Elementary Club, 2005 and 2006 Academic Years\n\xe2\x80\xa2 Developing a long lasting relationship with a mentee by creating a safe and positive\nenvironment and identifying the importance of character and healthy living weekly.\n\xe2\x80\xa2 Emphasizing the importance of education and learning by tutoring and ensuring all homework is finished by the end of\neach meeting.\n\xe2\x80\xa2 Awarded 2006 Mentor of the Year at the Jahn Elementary Club.\n\n10\n\n\x0cROSE AMELIA HUNTER\nSAMPLE : Elementary\n\n2231 N. Sterling Road. Apt. #2 \x03 Chicago, IL 60614\nrhunter@aol.com \x03 773.457.3356\n\nCertification\nIllinois Initial Elementary Certificate (Type 03), completed March 2010\n\xe2\x80\xa2\n\xe2\x80\xa2\n\nEndorsement in Middle Grade Social Sciences and Language Arts\nGeneral Science endorsement, expected Summer 2010\n\nEducation\nDePaul University, Chicago, IL, June 2010\n\xe2\x80\xa2\n\xe2\x80\xa2\n\xe2\x80\xa2\n\nMaster in Elementary Education, Overall GPA 4.0 / 4.0; graduated with Summa Cum Laude honors\nPhi Kappa Phi Honors Society\xe2\x80\x93 recognizing outstanding academic excellence in all disciplines\nGolden Key International Honor Society\xe2\x80\x93 recognizing outstanding scholastic achievement\n\nSmith University, Denver, CO, December 2008\n\xe2\x80\xa2\n\xe2\x80\xa2\n\nBachelor of Arts in Communication; minor, Sociology, Overall GPA 3.6 / 4.0; graduated with Cum Laude honors\nLambda Pi Eta Honor Society \xe2\x80\x93 recognizing outstanding academic achievement in communication studies\n\nSmith University Study Abroad Program, Ireland, Summer 2007\n\xe2\x80\xa2\n\nStudied Irish history, culture and literature and traveled extensively throughout Ireland\n\nTeaching Experience\nSpecial Needs Teacher Associate,\nAssociate Williams Middle School, Lombard, IL, Spring 2010- Present\n\n\xe2\x80\xa2\n\xe2\x80\xa2\n\xe2\x80\xa2\n\xe2\x80\xa2\n\xe2\x80\xa2\n\nWorked one on one with 6th and 8th grade students that have a variety of special needs\nCollaborated with all students teachers in order to assist with comprehension and differentiation\nServed as a mentor and mediator for students with special emotional and behavioral needs\nAssisted students during regular class time in order to ensure their understanding of the daily lesson\nParticipated in team meetings in order to collaborate on lesson plans and assess student progress\n\nStudent Teacher, Sandberg Middle School, Grade 8, Chicago, IL. Winter 2010\n\xe2\x80\xa2\n\xe2\x80\xa2\n\xe2\x80\xa2\n\xe2\x80\xa2\n\xe2\x80\xa2\n\xe2\x80\xa2\n\xe2\x80\xa2\n\xe2\x80\xa2\n\nCreated daily lesson plans for Science and U.S. History using reality-based discussion, and hands on activities\nFacilitated several daily classes including honors, traditional and special needs levels\nMaintained classroom management using a daily bell ringer, solid agenda, prompts and one on one check-ins\nParticipated in the School Improvement Plan during Professional Development staff meetings\nCollaborated with a translator to communicate with parents about student behavior and progress\nAssessed student learning formally and informally using a variety of assessments and grading rubrics\nImplemented student activities and projects using collaborative and individual learning approaches\nWorked one on one after school with special needs students to assist with lesson comprehension\n\nHead Teaching Assistant, Smith University Commitment Program, Fall 2006 \xe2\x80\x93 Spring 2007\n\xe2\x80\xa2\n\xe2\x80\xa2\n\xe2\x80\xa2\n\xe2\x80\xa2\n\nMentored and tutored 12 students who required special academic and emotional support during their freshman year\nAssisted professor with Freshman Seminar and helped first-year students improve their writing skills\nSupervised team of five teaching assistants while maintaining a full course load\nPlanned all lessons and taught Freshman course Writers in the Nobel Prize\n\nActivities & Interests\n\xe2\x80\xa2\n\xe2\x80\xa2\n\xe2\x80\xa2\n\xe2\x80\xa2\n\nNational Council of Teachers of Mathematics, Member, 2007\xe2\x80\x93 present\nSmith University Office of Summer Sessions, Counselor, 2002\no Organized educational activities for children at summer program teaching writing and basic computer skills\nCelebrate Literacy Program, Volunteer, 2007-2008\nOver 8 years of volleyball and softball experience and interested in coaching and extracurricular clubs\n\n11\n\n\x0cCareer Center Teaching Resume Resources\nThe Career Center offers several options for getting help in creating and perfecting your resume. Take advantage of one\nor more of the following services available to students and alumni:\nCareer Advising: Gina Anselmo, the Career Center\xe2\x80\x99s Career Specialist serving the School of\nEducation, is available to meet with students and alumni by appointment. Advising sessions can\ncover a variety of topics, including resume development, job search strategies, interviewing skills,\nand other career related concerns.\nPeer Career Advising: Peer Career Advisors have been specially trained to provide resume assistance and basic career\nservices to the DePaul community. Peers are available on a walk-in basis during most business hours or via email at\npeercareeradvisor@depaul.edu for questions, job search advice, resume assistance, and cover letter critiques.\nThe Career Center offers several workshops that cover highlights on\nresume writing, interviewing, portfolio preparation, and job searching for teachers.\nHit the Ground Running I: Resume, Cover Letter, and Portfolio Prep for Teachers\nHit the Ground Running II: Job Search and Interview Preparation for Teachers\nIn these workshops, you will receive an overview of resources and career tips to help you prepare for a job search in the\nteaching profession.\nMaking the Grade \xe2\x80\x93 e-Portfolio Teacher Workshop (Two Part Workshop)\nTeachers are encouraged to not only utilize technology in the classroom, but to demonstrate their knowledge and\nexperience electronically throughout the job search process. In this hands-on two-part workshop, aspiring teachers will\nbe introduced to several software programs that can be used to create a teacher e-portfolio.\nTours for Teachers Workshop Series\nThis workshop series widens a new teacher\xe2\x80\x99s perspective of what different public, private, and alternative settings look\nlike. Current DePaul students have an opportunity to talk to a school administrator, tour the school, attend roundtable\ndiscussions with several teachers, and participate in self-assessment resources.\nThe Teacher\xe2\x80\x99s Forum\nThe DePaul Career Center\xe2\x80\x99s annual Teacher\xe2\x80\x99s Forum offers new teachers the opportunity to gain critical skills and\nresources and network with principals and professionals in education. This one-day event is designed specifically for\nDePaul School of Education students who will complete or have completed their student teaching experience and will\nbe looking forward to their first year of teaching.\nYou can register for all of these workshops and events through\ncalendar section under workshops by logging in at\nhttp://depaul.experience.com/er/security/login.jsp\nContact the Career Center to schedule an appointment with a Career Advisor or any inquiries you may have:\n\nLincoln Park Campus\n2320 N Kenmore Ave, SAC 192\nChicago IL, 60614\n(773)-325-7431\n\nLoop Campus\n1 E. Jackson Blvd, Suite 9500\nChicago IL, 60604\n(312)-362-8437\n\n12'