Guidelines for Writing a Resume
An effective Resume: Is concisely written Contains relevant information about your: Academic background Work experience Occupational interest areas Activities outside of work Honors or recognition received Is well organized Draws the attention and interest of a busy employer Is easily read and with appropriate use of white space on the pages The Purpose of a Resume is to: Represent you on paper Be an advertisement for you – a sales presentation Convince the employer that you are right for the job and the career area Demonstrate your job worth - the skills and abilities related to the work for which you are applying General Writing Guidelines: SEQUENCE Name, address, and phone number (e-mail if applicable) at the top The rest of the information should be in a logical, easy-to-read sequence. Education and experience should be listed as most recent or present first LENGTH One page is typical if you are a B.A., B.M., B.S., or B.S.N graduate More than one page is appropriate if relevant and important information requires more than one page to best present you to an employer. A resume should not be more than two pages. WRITING STYLE Should be clear and concise, as well as consistent in your display techniques Avoid using the pronoun “I”, slang, jargon, trite expressions, and abbreviations Spelling, grammar, and typography must be perfect Use action words (list is provided in this packet) FORMAT Must have eye appeal to present a positive impression of you To achieve this, use appropriate separation of the categories of your resume Underline, use italics and/or capitalize key headings and titles ORGANIZATION Employment Objective Education Work Experience or Relevant Experience College Activities or Community Involvement
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May add: Honors, Professional Memberships, Publications, Certificates Held, or Military Experience References *Ministry positions only: may include items such as age, marital status, children, etc. COPIES Individually typed or professionally duplicated No errors (have others proof read your resume before it is reproduced) Resume should be accompanied by a cover letter when applying for a position **************************************************** Construction of a CHRONOLOGICAL resume, explained: NAME Current Address: Campus Box ____; 985 East Beltline Northeast, Grand Rapids, Michigan 49525 (616)831-7006 Extension ____ ; user name@cornerstone.edu Permanent Address: number, street, city, state, zip Permanent phone number; email if applicable EMPLOYMENT OBJECTIVE The objective indicates, to the employer, which areas of employment are of greatest interest to you. May have a specific objective on one of your resumes and then have a more general objective on another set of resumes. A general objective may only identify the qualities of skills you feel you are interested in using in the work environment. Your objective statement should be short and concise. EDUCATION or EDUCATIONAL BACKGROUND Cornerstone University Grand Rapids, Michigan Bachelor of Arts in Business Administration May 2004 Include honors such as: Cum Laude, Dean’s List, Academic Awards Indicate any foreign travel experience for academic credit or independent studies. Grand Rapids Community College Grand Rapids, Michigan Indicate any colleges which you transferred in the most recent order RELEVANT EXPERIENCE or WORK EXPERIENCE Cornerstone University Grand Rapids, Michigan Receptionist for Career Services August 2003 – May 2004 List most recent position first, include employer, position title, dates employed, and sentence descriptions of job responsibilities. Make sure you use action words and remember to use the same tense of verbs throughout your resume. SKILLS, ABILITIES or PERSONAL ASSETS Identify specific skills you possess. This is an important section for those who do not have an extensive experience section.
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COLLEGE ACTIVITIES or COMMUNITY INVOLVEMENT List the school and/or community activities in which you have been involved. Employers typically look for: development of leadership qualities, refinement of interpersonal skills, degree of competitiveness and achievement (intramural and intercollegiate sport activities); and willingness to assume social responsibility. INTERESTS or OTHER FACTS Optional category, provides a more complete picture of you and your background. REFERENCES, PORTFOLIO or AUDITION MATERIALS References are individuals whom you choose who can speak knowledgeably and positively on your behalf for employment or graduate school entrance. References can be either noted “Available Upon Request”, or you may list the name, title, business address and phone number of your reference. Make sure you have their permission prior to sending out their name, and give them a copy of your resume to refer to if called on. Key Words To Use on a Resume: ACTION WORDS achieved adapted administered analyzed anticipated arranged assembled assisted budgeted built calculated classified compiled completed conceived conducted coordinated corresponded
created delegated demonstrated designed developed directed edited established estimated evaluated expedited explained facilitated formulated generated handled imagined implemented
improved increased initiated instituted instructed intervened interviewed invented launched located logged managed mastered mediated moderated motivated negotiated operated
ordered organized participated persuaded pinpointed pioneered planned prepared presented produced programmed proposed recommended recruited reduced referred reorganized represented
researched revised scheduled set up simplified sold solved streamlined structured supervised supported taught trained translated updated wrote
(Continued on next page)
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SELF-DESCRIPTIVE WORDS active competent adaptable competitive adventurous confident aggressive conscientious alert consistent ambitious contributor analytical cooperative articulate creative artistic decisive assertive deliberate attentive dependable aware determined bold diplomatic broad-minded disciplined business like dynamic calm economical capable effective careful efficient challenging energetic clear-thinking enterprising
exceptional methodical experienced meticulous fair natural far-sighted objective firm open-minded flexible optimistic forceful organized foresight original idealistic patient imaginative perceptive independent persistent individualistic personable industrious persuasive innovative precise insightful productive instrumental proficient inventive rational logical realistic loyal reasonable mature reflective
reliable resourceful responsible responsive self-confident self-reliant sensitive serious sincere sophisticated systematic tactful tenacious thorough thoughtful tolerant trusting understanding versatile vigorous
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CHRONOLOGICAL RESUME SAMPLE
Jessica K. Smith
4370 Barnett NE Grand Rapids, MI 49503 (123) 555-8292 jdw6902@yahoo.com
OBJECTIVE: To obtain an elementary teaching position. EDUCATION: Cornerstone University Bachelor of Arts Major: Elementary Education Minors: Physical Education and History CERTIFICATION: Michigan Continuing Teacher Certification for grades K-8; American Red Cross; CPR Related Experience:
Grand Rapids, Michigan May 2006
May 2006
TEACHING EXPERIENCE Kenowa Intermediate School Grand Rapids, Michigan Student Teacher January 2004 to May 2004 Developed and implemented unit on basketball and taught five classes of Physical Education Successfully assumed full responsibility of all classroom operations Maintained a positive classroom environment Integrated various learning styles in teaching in a regular 6th grade classroom East Leonard Elementary School Grand Rapids, Michigan Teacher Assisting January 2003 to May 2003 Worked in a diverse setting while providing the needed attention, support, and instruction for each student Handled the clerical responsibilities of the teacher Grand Rapids Public Schools Grand Rapids, Michigan Tutor January 2003 to December 2003 Motivated at-risk students to achieve academic, social, and personal growth Assisted students on an individual basis to increase learning in math and reading
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COACHING Forest Hills Central Middle School Assistant Track Coach Kenowa Hills Middle School Assistant Volleyball Coach WORK EXPERIENCE: Jimmies Rustics Furniture Salesperson Cornerstone University Concession Stand Manager The Henry Ford Museum Historical Presenter HONORS AND ACTIVITIES Magna Cum Laude Visitor Assistant Student Mentor Drama Ministry Intramurals Student Alumni Association World Outreach
Grand Rapids, Michigan March 2001 to May 2001 Grand Rapids, Michigan January 2004 to March 2004
Livonia, Michigan May 2003 – present Grand Rapids, Michigan August 2000 – present Dearborn, Michigan November 1999 – January 2003
Committee Hall Council Student Government Association Nominee for “Student Teacher of the Year” Sally B. Short Scholarship
CREDENTIALS Available upon request
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WRITING YOUR COVER LETTER An effective Cover Letter: Is an introduction to your resume Is brief, yet informative Has three recognizable parts: Opening, which explains why you are writing, Main Body, which lists two or three of your major accomplishments and gives the reader good reason to want to interview you, Closing, which expresses a desire for future communication. Some tips! The letter must be addressed to a specific individual. Call the company for exact spelling and title. Include clues that hiring you will lead to higher production, greater efficiency, and better performance by focusing on the self-interest of the person to whom you are writing. Try to include a challenging thought that will cause the employer to feel that meeting with you would be worthwhile even if there are no present openings. It should explain how you are going to follow up. Be direct in requesting an interview. Sign and date your cover letter. Keep a copy of all your cover letters so you’ll know what you have told them and how to follow-up. Type your cover letter on the same paper as your resume. Checklist: ___ Avoided repeating my resume. Tried to “dig deeper” by focusing on my job-related skills and the positive contribution I will make to employers. ___ Demonstrated outstanding written communication skills because I realize that this is the number one skill desired by employers of college graduates. ___ Used “action words” and “bullet entries” to make my cover letter interesting to employers and highlight important points ___ Single spaced within paragraphs and double-spaced between paragraphs. ___ “Double-checked” for spelling, grammar, and typographical errors. ___ Limited my cover letter to one page typed. ___ Used high quality resume paper in a professional color, like gray or ivory, which matches my resume. ___ Purchased matching envelopes to send my cover letter and resume to potential employers. ___ Asked a career counselor to review my cover letter to make suggestions and check for errors that I cannot see. ___ Plan to mail or FAX my cover letter and resume together. My cover letter will serve as an introduction to my resume and direct my resume to the right person.
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Cover Letter Format Tips: Address (home or campus) City, State Zip Telephone Number [1 space] Date of letter: [3 spaces] Mr./Ms./Dr. Contact’s Full Name Contact’s Title Contact’s Department Employing Organization Street Address City, State Zip [1 space] Dear Mr./Ms./Dr. Contact’s Last Name: [1 space] Opening Paragraph – State the reason for the letter, name the specific position or type of work for which you are applying, and indicate from which resource (placement center, news medium, friend, employment service) you learned of the opening. Second Paragraph – Indicate why you are interested in the position, the company, its products or services – above all what you can do for the employer. If you are a recent graduate explain how your academic background makes you a qualified candidate for the position. If you have some practical work experience, point out your specific achievements or unique qualifications. Try not to repeat the same information the reader will find in the resume. Third Paragraph – Refer the reader to the enclosed resume or application form, which summarizes your qualifications, training, and experiences, or whatever medium you may be using to present yourself. Final Paragraph – Indicate your desire for a personal interview and your flexibility as to the time and place. Repeat your phone number in the letter and offer any assistance to help in a speedy response. Finally, close your letter with a statement, or question which will encourage a response. [1 space] Sincerely, [ 3 spaces – Sign Full Name]
Type Full Name [1 space] Enclosure (to note that resume or application is enclosed)
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Sample Cover Letter: 985 East Beltline Northeast Campus Box ________ Grand Rapids, Michigan 49525 June 15, 2006 Mr. John Warren, Principal Stony Brook High School 2345 Main Street Stony Brook, MI 45678 Dear Mr. Warren: I am submitting my resume for the High School Language Arts position that was posted on the Cornerstone University job posting site. In May of 2006, I will graduate from Cornerstone University with a Bachelor of Arts degree in secondary education with a major in Language Arts and a minor in Physical Education. During my teacher practicum I taught three courses in Public Speaking , one course in College English and one course in American Literature. While teaching the public speaking course each student performed several different types of speeches that required extensive research and the use of visual aids. One of the speech assignments were preparing five students for competition at the American Speech Associations annual high school student competition. All five students received the highest ratings and two were awarded $1000 college scholarships to study communication arts. I have received excellent evaluations from my supervising teacher and the university education department faculty. My resume is enclosed for your consideration. As my resume depicts, my education and experience match the qualifications you seek in a teacher. Though this is important, I believe that I have the interpersonal skills and motivation needed to build a successful Language Arts curriculum and provide students with the education and training to also succeed in their chosen field of study. I am looking forward to meeting with you to further discuss my qualifications for the position of Language Arts Teacher. You may contact me at (616) 831-7006. Thank you very much for considering my request. I look forward to talking with you. Sincerely, Name Enclosure
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PUTTING TOGETHER THE TEACHER PORTFOLIO Introduction to Teacher Portfolios It doesn't matter if you are a new teacher looking for that first teaching position or a veteran teacher looking to change positions, a portfolio should be a key component of your teaching tools. Portfolios are becoming a universal requirement for the education hiring process. Maintaining an up-to-date portfolio as a self-promotion tool is also a great way to exercise some self-evaluation. A teaching portfolio is simply an extension of your resume. Some school administrators will accept a variety of formats, but a 3-ring binder with dividers to indicate the information provided in each section is the standard. A list of the items to include is provided in the next section of this publication. Remember a portfolio is not a scrapbook, but a professional representation of your teaching ability. Information and Items to Include in a Portfolio Table of contents Resume, including continuing education, special committee work and awards, and special recognition References Letters of recommendation Transcripts Educational Philosophy Classroom management theory Personal goals Sample worksheets, games and tests Examples of lessons - units or projects Photos of your classroom in action to illustrate your lesson examples Examples of students' work Final results of projects or committees you have been a part of Optional: short video showing you in front of a class teaching and one-on-one with students Optional: screen shots and addresses of school or classroom websites you have created Optional: computer disks and printouts of programs you have written or modified
Some Tips! Keep It Simple: Don't overload the portfolio with page after page of lengthy text or repetitive photos. Include only the highlights. Keep It Manageable: Three-ring binders are the preferred choice for portfolios. Be Timely: Review your portfolio at least twice a year. During winter and summer vacations you can use some of the breathing time to pause and reflect not only on your portfolio, but your teaching in general. Say Cheese: Keep a cheap camera with fast film, flash and batteries at your desk to use on a moment's notice. Using a camera regularly will get your students used to being photographed in the classroom.
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Make Copies: Where possible, use copies of originals in your portfolio, keeping the originals in a safe place. To add a professional touch to photos, tape them to a sheet next to a caption printed from a computer. Run a color copy of the whole finished sheet to use in the portfolio, and take the original back off the taped-up master. Digital photos are one of the best type to use because they allow you to touch up, print and save for future use. Keep It Legible: Use a computer to type and print out easy-to-read information sheets or a table of contents. Use 12-point type where possible for easy readability.
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TEACHER CREDENTIAL FILE INFORMATION As you begin your search for a teaching position, it is important that you have a credential file. Most schools ask that you submit a resume, letter of application and a copy of your Credential File when you apply or prior to an interview. Your Credential File includes: (1) Data Sheet, (2) Summary of Credits, (3) Three professional recommendations. These forms are being provided to you by Career Services, you fill them out and either keep a copy for sending with your resume and/or provide a copy to Career Services before you begin your job search. The Credential File includes: 1. Personal Data Sheet- General information about yourself. Please remember to include the address and phone number where you can be reached after you have graduated and completed your student teaching assignment. 2. Summary of Credits - An unofficial record of your classes, credits and grades. This should include courses you have completed and those you plan to complete before graduation. List the courses in your major first, courses in your minor next, education courses next and the remainder of your course work last. If you have three minors, list those first, then the remainder of your course work. Use numbers and titles for all courses. The information for the Summary of Credits can be obtained by requesting a copy of your graduation audit or transcript from the Registrar’s Office. There is a per copy fee for the audit and transcript. 3. Recommendations - You must have three (3) professional recommendations. Ask your (1) cooperating teacher, (2) principal or other staff member from your student teaching assignment, (3) your supervising teacher or another staff member from the Education Department who has observed you in a teaching situation. (Personal references are included on your Personal Data Sheet.) Ask your references to write their recommendation, preferably on letterhead from their employer. 4. Family Education Rights and Privacy - The Family Education Rights and Privacy Act of 1974 gives you the right to look at all your college files, including references established after January 1, 1975. 5. The Credential Release form authorizes Career Services to furnish your Credential File with all references to those potential employers who request them. 6. Fee – There is a $3.00 fee for each credential file that you request to have mailed by Career Services. The fee must be submitted before the credential file will be mailed. You may also pick up a copy of your credential file to mail or submit directly to a school for a fee of $1.00. You may pay these fees by cash or check. (Please make checks out to Cornerstone University).
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7. Updating Credential File - It is your responsibility to keep your Credential File updated: i.e., address and phone number changes, name change, additional credits, etc. Please save the forms we provided for you in order to make the updates. 8. Resume - Must accompany the credential forms.
9. Copy to Career Services: You should provide a copy of your completed credential file to the Career Services office for the occasions when a school system request the credential file be mailed from the University. To complete the forms for your credential file you would log into www.cornerstone.edu/departments/career_services then click into the Teacher Information link on the menu on the left side of the page. You can download the forms from the web site to your personal file for filling out. Then send them to Career Services by attaching the forms to an email. Career Services will create a file which can be sent to schools upon your request. Letters of recommendation must be mailed to or dropped off at the Career Services office.
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PREPARING FOR THE INTERVIEW SPIRITUAL PREPARATION Knowing that you are being evaluated on everything you say and do is never an easy situation. So it is important to focus on the big picture to help you as you prepare for an interview. Remember who you are and whose you are. Nothing can change that (Romans 8:31-39) not even a poor performance during a job interview. Read James 1 and pray for wisdom, grace, insight and control of your tongue. Read Philippians 4: 6-7 and pray for the peace that surpasses all understanding. Read Psalms 139 and be thankful for the way God created you. Read Romans 8:28-29 and know that you are growing and learning to be more like His son through your job search. Read 1 Corinthians 6:19-20 and remember that your personhood does not depend on the results of an interview. RESEARCH TIPS Investigate the school. Find as much information as you can about the school and community. Search the school web site, find out any information on the school, look for magazine articles, look in trade magazines, contact career services staff, and if possible talk to present or past employees. Find out the financial status, the MEAP scores, makeup of the population attending the school, and read the job posting or a job description, and if possible go to the site to see the facility. Keep in mind the more you know about the entire job situation the better you can respond to the questions during the interview. Be sure to find out names of the people that will be interviewing you. Also when you arrive at the interview site keep in mind that the evaluation of you could begin as soon as you are seen. Be very professional with anyone you come in contact with as you enter the facility. The Receptionist/Secretary will be asked about your behavior when you talked to them and while you waited. You may want to call the day prior to your interview date to confirm the time, location, and correct address. Take along a copy of your resume, your portfolio, copies of evaluations, letters of recommendation, teaching certificate (if available) or a copy of the letter to the state for certification. Be prepared to teach a lesson for a group of teachers and the Principal or possibly in an actual classroom. This usually occurs when you are a finalist.
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WHILE YOU ARE WAITING Plan to arrive for the interview at least 15 minutes before your scheduled time. While you wait you may want to review your questions for the interviewer, read any school literature on tables around you, or review the job information you collected during your research. Be prepared to complete a formal application form for the school when you arrive. Have a pen with you and find a table or hard surface so your writing is neat and clear. STEPS OF AN INTERVIEW Step 1 – Greeting: During this step the interviewer will be getting you from the waiting area to take you to the room where the interview will take place. They will be having a casual conversation with you or asking you very easy questions about things like the weather, or the traffic, etc. Step 2 – Getting Information: This step is when the interviewer will ask the questions to get information regarding your fit for the job. Most of the time spent during an interview should be during this step. For the type of questions that are typically asked during this step refer to the list of “Most Commonly Asked Questions during an Interview” on the following pages. The best advice for you during this portion is to be honest, be yourself, and just answer the question that has been asked. Do not ramble on about anything. This is a technique used by some interviewers to get you to tell about situations or events that you would offer voluntarily but wouldn’t be able to ask legally or ethically. Step 3 – Giving Information: At this point during the interview the interviewer will ask you to ask questions. You should have a few questions to ask about the job, the company, the future of the company, the type of supervision you could expect, and any other job related issue that will help you determine if you want the job. In a second interview you could bring up the salary and benefits. Typically a discussion about salary and benefits would not be appropriate during an initial interview unless it is an important issue or the interviewer brings up the information. Step 4 – Closing the Interview: A closing will begin when the interviewer verbally indicates that they have enough information or they begin to thank you for meeting with them. They should give you a timeline for completing the process of selection and how you will be informed of the decision. It is appropriate to ask for the timeline and process of being informed if they do not offer it. Do not try to extend the interview when the signal to end is given. Just follow the interviewer’s lead and end the interview.
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FINAL THOUGHTS AND TRAPS TO AVOID Watch out for habitual nervous habits (fidgeting, leg swinging, etc.). Never be critical of your previous job or company/organization - especially your previous supervisor. Do not argue with the interviewer. Do not be bothered by delays or interruptions at the beginning or during the interview. Do not apologize for your age, education or work history. Be prepared to discuss your weak areas or things you need to improve. Be prepared for a behavioral interview by having stories of a variety of circumstances from previous work or educational experience or be prepared to respond to a scenario that the interviewer may provide as part of the interview. Do not use expressions such as “like” and “you know” and avoid the “ums” and “ahs.” Do not rush into every question immediately. It is appropriate to take a few minutes to gather your thoughts, formulate how you want to answer and be precise in your response. Always be professional and polite to the receptionist, administrative personnel and all others you may encounter during the time you are at the school site.
INTERVIEW QUESTIONS FOR TEACHER CANDIDATES The following are questions often used by school administrators in the interview process. Read them and consider how you might respond. It will help you prepare for those interviews you will be getting. Tell us about yourself. Why do want to be a teacher? Describe your student teaching experience. What was the best/worst experience in your college education? Describe the role of the teacher in the learning process. What do you want to accomplish as a teacher? What are your reasons for wanting to teach in this particular school system? What is your philosophy of education? What role does discipline play in education today? Express your thoughts on a current problem, development, or issue in education or your field of specialization. Comment on the following components of teaching: motivation, classroom control, and planning. Do you grade on ability or effort? How would you individualize instruction in your classroom? What plans do you have to increase your effectiveness as a teacher in the years ahead?
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Are you willing to work with students in some extracurricular activities? Why or why not? How would you handle a student who shows little motivation and little desire to learn? Some teachers are able to develop a great deal of student interest and excitement about their classes, while others find this to be really difficult. What do you think really makes the difference? How do you plan to assess the attitude and feelings your students have concerning you and your classroom? Describe some of the things you will do as a teacher which will allow you to establish harmonious relationships with students. Do you want your students to like you? An experienced teacher offers you the following advice: "When you are teaching, be sure to command respect of your students immediately and all will go well." How do you feel about this? Explain how your own personal values will be reflected in your teaching. What special strength or abilities do you feel you bring to the teaching position? How organized are you as a teacher? What do you expect from your building principal? How do you feel about observation by supervisors or principals? Why? How important is success in learning? In what ways could you help a poor student experience success? As a person, what about teaching is most rewarding to you? What would you do to build "critical thinking" skills in your students? What three words would you use to describe you as a teacher? Some of your students always finish their assignments early. How would you deal with the free time that they have? How would you use teacher aides and parent volunteers? Are parent/teacher conferences important? Why or why not? Describe an ideal classroom. A student is consistently late to your class. How do you handle the situation? What would you do or how would you treat a student who refused to do the work you assigned? How would you handle a student that continually "acted up" in your class? How and when do you discipline a student? You know that a staff member has been talking behind your back about what he or she sees as your ineffective teaching methods. What would you do? What do you expect from your supervisor? What grade levels or subjects do you prefer to teach? Have you taught or are you interested in teaching combination classes? Do you have experience with special education students? Why do you want to teach in our school district? Do you have (multicultural, urban, learning problems) teaching experience? What do you remember most about your own education?
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How do you stimulate active participation in the classroom? How would you use parents in the classroom? What types of rewards and consequences would you use in your classroom? What kinds of planning do you see a teacher doing? How do you plan for a year? A week? A day? How do you know what you will cover? What is your primary goal with student discipline? How much responsibility for their learning do you feel students should have to take? Describe your most difficult student discipline situation and how you handled it. What do you see yourself doing over the course of the next several years to improve your abilities as a professional? What professional development topics most interest you? As a teacher to a new school, what would you see yourself doing to contribute to healthy staff relationships and become part of the staff? What additional talents and skills do you have?
APPROPRIATE ATTIRE FOR AN INTERVIEW
Interview Attire for Men Single-breasted navy or charcoal gray two piece suit. A subtle stripe or pattern is acceptable. White, long-sleeved oxford cloth shirt. Maroon or red silk tie with small conservative pattern. Dark socks that, when you are seated, will remain above the pants cuff. Belt or shoes of matching color, typically black or cordovan. Well polished shoes. Professional briefcase or portfolio instead of backpack. Minimal cologne. Neat hair style. No more than 1 ring on each hand. Professional watch, especially one without an alarm that may sound during the interview. Do not wear theme clothing, such as a cartoon tie. Trimmed and clean finger nails. Remove body piercing, including earrings, and cover tattoos.
image courtesy of www.symsdress.com
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Interview Attire for Women Skirted suit with skirt length appropriately at or just above the knees. Suit jacket can be single or double-breasted. Navy or charcoal gray are the preferred suit colors, but black, hunter green, or deep purple are acceptable within certain industries. White, off white or light blue cotton or silk blouse with conservative necklines and hidden or conservative buttons. Low to medium leather heel with closed toe. Neutral hosiery. Matching scarf is acceptable, but should be understated. Moderate amount of jewelry or accessories. A general rule is to wear no more than 13 accessories, including scarf, belt, jewelry, buttons, etc. No more than 1 ring on each hand. Professional briefcase or portfolio instead of backpack or purse. Minimal makeup and perfume. Trimmed fingernail with conservative color, if any. Neat hair style with hair pulled back from face. Remove body piercing, except for one conservative earring in each ear. Cover tattoos.
image courtesy of www.symsdress.com
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What is Business Casual?
There are numerous opinions regarding what type of clothing falls within the category of business casual. Some companies consider khaki pants and short-sleeved polo shirts as business casual. Other organizations require slacks or skirts and long-sleeved shirts when they refer to business casual. Although there is a wide range of definitions for business casual, there are also some general rules that apply: Jeans, tennis shoes, tight or short skirts, t-shirts and sweatshirts are never considered business casual. Business casual does not apply to grooming standards. Your appearance should remain neat and respectable. This includes nicely pressed clothing, polished shoes, and conservative accessories.
Business casual is defined by the geographic region, industry, and individual companies. The best way to determine a company's standard is to conduct research or ask a company's representative. As always, when in doubt, dress conservatively and lean more toward the business side rather the casual side. Men Women Business skirt or pants Conservative blouse or sweater Blazer or vest is appropriate Flat or low heels Neutral hosiery Belt, scarf, and accessories should remain understated
images courtesy of www.symsdress.com
Not expected to wear ties Business or sports jacket is appropriate Stylish, solid colored pants Long-sleeved solid or striped dark shirt Dark socks Matching belt and shoes
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HOW TO CONDUCT AN EFFECTIVE JOB SEARCH Top Job Search Sources 1. Networking – contacting anyone that you know or that works in the company/organization where you would like to work or may already have a job opening that meets your goals. 2. Look on the school’s web sites for job openings – Most schools list their job opportunities on their web site. 3. Internet Job Posting Sites – There are several thousand job posting sites on the internet which will provide a wide variety of job openings. By doing an internet search on your search engine you can find a number of job posting sites that are specific to the career area in which you would like to find a job. 4. Federal, state and local government web sites – It has been predicted that the U.S. Government will need to replace as much as 50% of their workforce due to retirements. 5. Newspapers – Each newspaper publishes a large classified ad section dedicated to job advertisements. These large classified ads usually are published on Sunday. How to Conduct an Effective Job Search Get Organized – Identify your career and life values, goals and objectives. Answer the following questions. What type of job am I seeking? Where do I want to live? What do I value in my work? Who do I know that may be able to help me? What is the minimum salary that I need to make to survive? Is my resume up to date? Is my credential file up to date? Do I have a copy of my transcript and teaching certificate? Research to Determine Employer Requirements – Find out as much as you can about what an employer desires as qualifications for the type of teaching job you are seeking. Often you can find this through the library or by looking on the internet. Then apply for those jobs that you can provide at least the minimum skills, knowledge, experience or abilities. Schedule Time Each Week to Search for a Job – Searching for a job is a part-time job. Spending scheduled time each week of at least 12-15 hours to search for a job will certainly increase your chances for finding, and applying, for teaching opportunities. Be Sure to Follow Directions Carefully – When you are applying or sending a resume, and cover letter, be sure to include any and all information requested. When you do not provide information requested you will not be considered for the job.
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Keep a Record of All of Your Contacts and Job Applications – Always keep a record of any resumes or applications sent to schools. Also be sure to record any names of people that you contacted or met from a school. You may need to contact the people later to send a thank you or find out the status of your application. Be Persistent – Do not be a nag but continue to pursue a job opportunity by contacting the person that received your resume. The rule is that two or more weeks after the initial contact is reasonable. If you apply online it would be suggested that you follow up with another contact to assure your information was received, opened and is now being considered. Networking Networking is connecting with people that know about your job search and career goals. Many of these people can serve as contacts for possible job openings and can, in some situations, be an inside contact to give your resume to the hiring people at a school and represent you. Anyone can network and most people already use their network. Your network consists of any person you have come into contact with and anyone that person knows or came in contact with. Here are some of the contacts that could be in your network. Your parents Any Club or Group Members Your parent’s friends Past Colleagues and coworkers Your friends Career Counselors Church members Clergy/Church Leaders Your friend’s parents Classmates/Roommates Professors Neighbors Past Teachers Relatives Internet and Education Job Posting Sites Job posting sites on the internet provide a huge resource for conducting a job search. A person could go into a search engine, submit “teaching jobs” and come up with thousands of sites to search. Some teaching job sites require that you register while some will even charge a fee. The choices are enormous so you would need to proceed with some caution. However it is a good resource for finding job opportunities no matter what type of job you’re searching for. School web sites are another excellent source on the internet. A significant number of schools have job posting pages within their web site. On some school sites a search is required since they do not make the link easily accessible. There are also many of schools that require a candidate to apply using an online application or submit their resume via email or both. When you apply using either of these systems you should always make contact within a day or two to verify that your information was received and can be accessed. Log on to www.cornerstone.edu/departments/career_services then click on Job Posting Links. A list of several job posting links are listed with direct linked access.
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DECIDING TO ATTEND GRADUATE SCHOOL Evaluate Programs Prestige of the institution Size of departments Specialization(s) Special strengths and weaknesses Geographic location Student/teacher ratio Enrollment
Amount of financial support (overall cost) Library and tech resources Curriculum and services Facilities Placement opportunities Housing Accreditation
Thoughts to Consider Master’s degrees may take one to three years while doctorate’s generally take four years to complete, typically, doctorate degrees are after the graduate or professional degree. Master’s thesis or project is research that is often required near the end of the program. Comprehensive Exams are often given after the completion of the program and cover material from all the courses taken in your concentration. Timeline While Still an Undergraduate Junior Year (or summer before senior year) Browse through guides to graduate programs and decide where you would like to apply. Call or write to schools to request catalogues. Determine test requirements, application deadlines, test dates, etc. Meet with faculty members and career advisors to discuss programs. Research financial aid sources, fellowships and assistantships. Sign up for required standardized tests. Take practice tests. Apply for fellowships, grants and assistantships. Senior Year September (October) Take standardized tests. Request recommendations from faculty members. Senior Year (November - December) Order official transcripts from Registrar’s Office. Mail applications. Senior Year (January – March) Contact schools about the possibility of visiting and scheduling an interview. If you are applying for need based financial aid, you may have to file a copy of your federal income tax. Each institution varies, but you may have to fill out one or more of the following: GAPSAF form, the Free Application for Federal Student Aid (FAFSA) and/or the Financial Aid PROFILE.
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Senior Year (April) Discuss acceptances, rejections and other career options with a faculty member or a member of the Career Services Office. Send thank-you notes to people who wrote your recommendation letters, informing them of your success. Admissions Procedures and Requirements Deadlines: Each institution is different, but the majority is near the beginning of the spring semester. Requirements: non-refundable application fee, admission tests, specific GPA, official transcripts, certain undergraduate major, and letters of recommendation. Some may require samples of previous work and a personal statement of goals or purpose (why you have chosen this field, specialization and/or institution). Letters of recommendation: provide references with copies of statement of purpose, a personal data sheet, recommendation forms, stamped/addressed envelopes, and a list of deadlines. Official transcripts: contact the Registrar’s Office to have your transcript sent. Committees will look for the rigor of courses, types of courses, course load per semester, and your grades. Essays: give you the opportunity to present yourself beyond the “numbers.” This is one measure of your ability to write, so be meticulous about spelling, grammar, and writing style. The essay is also used to assess your enthusiasm for the field of study, your motivation, creativity, maturity, and personal uniqueness. Have your advisor critique your essay for content. Interviews: are conducted by some institutions. If you are applying for an assistantship or internship, an interview may also be required. Before the interview, you should read over the catalogue to become familiar with the institution’s goals and functions. Applicants are typically evaluated according to undergraduate GPA, GRE scores, recommendations and personal statement. Entrance Exams Most exams are only given a few times a year and should be taken approximately one year before your anticipated matriculation date. Be aware that the deadlines for registering for these tests are well in advance of the actual test date. Test preparation and practice courses are offered on-line. If you choose to delay graduate study for less than five years, you may want to take the GRE or other appropriate tests during your senior year (typically scores are considered valid for five years).
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GRE – Graduate Record Examinations MAT – Miller Analogies Test (some graduate schools will accept the MAT in lieu of the GRE) LSAT – Law School Aptitude Test GMAT – Graduate Management Admission Test (for those seeking an MBA degree) MCAT – Medical College Admissions Test (recommended to take the test 18 months before entering medical school) Continued Education for Teachers: Required 18 Credit Hours in a planned program or graduate program within roughly 5 years after graduation. GRADUATE STUDIES Web Site Resources Access Group www.accessgroup.org A guide to help you make plans to finance your education. KAPLAN www1.kaplan.com An on-line guide to search graduate/professional schools. This site includes a comprehensive look at entrance exams and many other useful resources. Peterson’s Education Center www.petersons.com A searchable database of graduate/professional schools. You can search alphabetically and regionally as well as by subject. This site also contains information on studying abroad, K-12 educational concerns, testing information, distance learning, and much more. Fast Web www.fastweb.com A very comprehensive financial aid site with a searchable database for graduate schools, colleges, or disciplines. Graduate Schools Database www.gradschools.com Comprehensive database of graduate schools. There are over 40,000 schools – searchable by subject, program, discipline, and geographical region. Graduate Record Examinations Online www.gre.org A comprehensive site containing a variety of information about the GRE, reporting of scores, registration information, sample test questions and links to related sites on the Internet.
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Educational Testing Service/Praxis www.ets.org Great site devoted to information about NTE and Praxis services for education. Also, has requirements by state as well as useful study information and additional links that might be helpful to those in education. US News and World Report – Graduate School Rankings www.usnews.com/usnews/home.htm This is the 1998 rankings for Liberal Arts, business-MBA, Engineering, Law and most other areas. Also, this site contains financial aid information, admission requirements and more. MBA Explorer www.gmat.org A comprehensive database of MBA programs, GMAT testing information, a calendar of upcoming MBA Forums, financial aid resources for the MBA and numerous other links to help in preparation for graduate school and the MBA degree. Law School Admissions Test (LSAT) www.lsat.org Comprehensive site on the LSAT, registration, calendar of Law School Forums, sample questions and an excellent list of related links (various law organizations, contact information for each state and more). Association of American Medical Colleges www.aamc.org A must-see for all students interested in Healthcare/Medicine. This contains application information, resources on medical schools and other related areas. International Education Information www.studyabroad.com An on-line guide to thousands of listings, a searchable database, links to more graduate school information, and study abroad resources.
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