Preparing for the
Teacher Job Search
CEHD Career Services
College of Education and Human Development
Teacher Job Search
What’s Involved?
Where do you want to teach?
Networking
Online networking
Marketing Materials
Resume
Cover letter
References
Job posting sites
Online applications
Portfolio
Interview
Teacher Job Search
When Do I Apply for Teaching Positions?
• Trends: Begin April – peak mid-May – and small bump again in mid-
August
• Begin to apply once your resume and cover letter are complete, you
have strong letters of recommendation, and can speak about your
experiences in the classroom effectively. It’s also helpful to have
applied for your teaching license.
Consider…
There are two parts of the
job search:
1) Networking
• Making connections in the
schools
2) Online Application
• Marketing materials:
-Resume
-Cover letter
-References
Networking
Make Connections!
Knowing people who are connected to opportunity!
•Student Teaching: Cooperating Teacher; Principal
•Practicum(s); Volunteer Opportunities
•Faculty
•Professional Associations
•MN Education Job Fair
•Career Panels
•Friends, Family and Co-workers
Nearly 80% of jobs are filled via
the hidden job market!
Online Networking
• Google yourself.
• Check your privacy settings.
• Filter out unprofessional
pictures.
• Unflattering information?
Bury it.
• Join LinkedIn.
Ask yourself, “Would I be comfortable posting
this material on the wall of my classroom?”
Marketing Materials
Teaching Resume
Strong Cover letter
Letters of Recommendation (3)
The Purpose is to get an Interview!
What makes you unique?
• U of M teaching program
• Student teaching experience
• Your individual strengths
Teaching Resume
• Tailored toward pre-K to grade 12 teaching positions
• It briefly, yet powerfully, communicates your skills, abilities
and experience
• It shares the value you will bring to an employer!
Sections to Include
• Name Block (name, address, email, phone, & portfolio)
• Objective, Profile or Summary of Qualifications
• Teaching License
• Education
– Certifications
– Study Abroad, International Travel
– Language Proficiency
• Teaching Experience
– Student Teaching & Practicum(s)
• Related (Teaching) Experience
• Content Specific Experience (Lab Experience, Art Experience)
• Professional Development or Professional Associations
Name Block Examples
JOB SEEKER
222 Pleasant Street SE, Minneapolis, MN 55455 | 612-624-7577 | [email protected]
JOB SEEKER
222 Pleasant Street SE, Minneapolis, MN 55455 | 612-624-7577 | [email protected]
Job Seeker
222 Pleasant Street SE, Minneapolis, MN 55455
612-624-7577
Objective, Profile, or
Summary Statement
Ask yourself:
1) Is there space?
2) Is it well written – clearly
highlighting your strengths?
3) Does it grab the readers
attention?
Objective
Objective: A career in science education utilizing strengths obtained
through numerous classroom experiences and an education in science
education at the University of Minnesota to work toward closing the
achievement gap.
Objective: To become a science teacher.
Job Seeker
• 222 Pleasant St., Minneapolis, MN, 55455 • [email protected] • 612-624-7577 • jobseeker.weebly.com •
OBJECTIVE: A career in science education utilizing strengths obtained through numerous
classroom experiences and an education in science education at the University of Minnesota to
work toward closing the achievement gap.
MINNESOTA TEACHING LICENSE
General Science (5th grade – 8th grade) Expected June 2014
Life Science (9th grade – 12th grade) Expected June 2014
EDUCATION & CERTIFICATIONS
University of Minnesota, College of Education and Human Development In Progress
Master of Education, Science Education Minneapolis, MN
University of Minnesota, College of Biological Sciences May 2013
Bachelor of Science in Neuroscience | GPA 3.52 Minneapolis, MN
First Aid & CPR In Progress
Profile
Profile
Self motivated educator driven by a strong desire to contribute to the success of
students. Experience in public school and museum education. Background in
studio arts and art history. Excel at communicating ideas. Passionate about helping
others experience art and express themselves in a creative way.
Job Seeker
• 222 Pleasant St., Minneapolis, MN, 55455 • career@umn.edu • 612-624-7577 • jobseeker.weebly.com •
Self motivated educator driven by a strong desire to contribute to the success of students. Experience in
public school and museum education. Background in studio arts and art history. Excel at communicating
ideas. Passionate about helping others experience art and express themselves in a creative way.
MINNESOTA TEACHING LICENSE
Visual Arts, K-12 Expected June 2014
EDUCATION
University of Minnesota, College of Education and Human Development In Progress
Masters of Education, Art Education Minneapolis, MN
University of Minnesota Twin Cities, College of Liberal Arts May 2013
Bachelor of Arts, Art
Summary Statement
Summary of Qualifications
• Completed a full year clinical placement working with the same group of students
utilizing the co-teaching model.
• Proficient in Spanish.
• Completed a methods course focused on working with English learners.
• Completed the teacher performance assessment.
Job Seeker
• 222 Pleasant St., Minneapolis, MN, 55455 • career@umn.edu • 612-624-7577 • jobseeker.weebly.com •
SUMMARY OF QUALIFICATIONS
• Completed a full year clinical placement working with the same group of students
utilizing the co-teaching model.
• Proficient in Spanish.
• Completed a methods course focused on working with English learners.
• Completed the teacher performance assessment.
MINNESOTA TEACHING LICENSE
Elementary Education Expected June 2014
EDUCATION
University of Minnesota, College of Education and Human Development Minneapolis, MN
Masters of Education, Elementary Education In Progress
Bachelor of Science, Foundations of Elementary Education May 2013
Teaching License
TEACHING LICENSE
MN Elementary Education, K-6 Estimated June 2014
MINNESOTA TEACHING LICENSE
Early Childhood Education (birth - 3
rd
grade) Expected June 2014
Early Childhood Special Education (birth - age 6) Expected June 2014
LICENSURE
State of Minnesota: Communication Arts/Literature, 5-12 Anticipated June 2014
MINNESOTA TEACHING LICENSES
General Science (5th grade – 8th grade) Expected May 2013
Life Science (9th grade – 12th grade) Expected May 2013
Education
University of Minnesota, College of Education and Human Development In Progress
Masters of Education, Second Languages and World Cultures, GPA: 3.95 Minneapolis, MN
University of Minnesota, College of Liberal Arts May 2012
Bachelor of Arts, Spanish Studies and History, GPA: 3.76 Minneapolis MN
Language Proficiency:
– Fluent in Spanish
Academic Honors:
– University of Minnesota Scholar-Athlete 2011, 2012
– Donna J Olson Award for Service & Leadership 2012
Certifications:
– First Aid & CPR 2012-2014
Education
University of Minnesota, College of Education & Human Development Minneapolis, MN
Masters of Education, Elementary Education, GPA: 3.5 In Progress
Bachelor of Science, Foundations of Elementary Education, GPA: 3.3 May 2013
Experience
Student Teacher, 7
th
and 8
th
grade Jan. – Mar. 2013
Murray Junior High, St. Paul School District St. Paul, MN
– Instructed English Learners in inclusive and sheltered settings while all students
experienced and succeeded in the same rigor of content
– Aligned all lessons to the Common Core State Standards for English Language Arts while
creating an engaging and enriching lesson
– Implemented the teaching strategy 100% from Teach Like a Champion to improve student
engagement and comprehension
– Collaboratively taught 7th grade challenge Math and 8th grade English Language Arts
through consistent communication and planning
– Analyzed formative assessments to inform future teaching
– Diversified lesson formats and Power Points to maintain student engagement
– Elicited student responses through articulated questions and topics relevant to students
Skill Statements
• Focus on results & accomplishments
– Quantify and use numbers
– Include industry language (buzz words)
– What was unique about your experience
Skill Statements
Strong Skills Statements = Action Verb + Details + Outcome/Result
Action Verb
Start skills statements with strong action verb – avoid repetition and vague words
like “Worked,” “Taught,” and “Responsible for.”
Details
The situation, problem, or need that you fulfilled. Quantifying and qualifying your
work is important. (For example: Taught 150 9th and 10th grade students in IB
biology & Sheltered EL Biology)
Outcome/Result
What happened as a result of your action on the problem, situation, or need? How
did the result contribute to the organization or company? How did you gain skills
or discover strengths?
Teaching Experience
Student Teacher, (4
th
grade), Full Year Placement Sept. 2013 - Present
Birch Lake Elementary, White Bear Lake School District White Bear Lake, MN
• Created and taught active, standards-based, integrated, and multi-strategy
lessons in five content areas.
• Differentiated and supplemented instruction for each student’s varying interests,
prior knowledge, and needs such as providing additional visuals, creating
academic language objectives, and building background for fifteen English
Language Learners (ELL).
• Analyzed students’ assessment data, work samples, and participation in order to
successfully and continuously group students for guided reading groups, math
intervention, and cooperative learning activities.
• Developed a classroom management approach that includes effective transitions,
logical consequences, specific behavioral feedback, and implementation of
behavior interventions.
• Conferred with parents and families at fall and spring conferences in which
students’ strengths were highlighted, home and school goals were set, and
growth was emphasized using MCA and MAP data samples and student work.
Related Experience
Private Tutor Jan. 2012– Present
Self-employed St. Paul, MN
– Worked with individuals ranging from 8
th
graders to seniors in college
– Aided in English grammar, reading, writing, test preparation, political science, and German
– Helped one student raise ACT score by five points, and raise GPA from 2.9 to 3.7
Counselor Jun.-Aug. 2013
Concordia Language Villages Moorhead, MN
– Served as resident counselor for students ages 9-18 at an immersion language camp
– Designed and led innovative education activities for both small (3-7) and large (20-40)
groups
Content Experience
LAB EXPERIENCE
Laboratory Assistant January –May 2013
Neuroscience Lab, University of Minnesota Minneapolis, MN
– Conducted research on the effects of thalamocortical afferents on neocortical area
development
– Developed analysis techniques to quantify and analyze data
Study Abroad
Where should study abroad go on my resume?
• If it is a study program, consider listing under the education section:
University of Minnesota Minneapolis, MN
Bachelor of Art, Art History May 2012
Paul Valery Universite Montpellier, France
Art History June 2011
• If the experience included an internship, list under the experience section.
• If you did a work program but the work was not particularly related to your intended
profession, list as additional experience and focus on the cross-cultural learning component.
• If your resume includes a section for skills, include specific skills acquired or improved while
abroad.
Adapted from the Define Your Experience for Employers Handout from the Learning Abroad Center, U of M
Study Abroad
What skills have you acquired or enhanced while you were abroad?
– Enhanced cultural awareness and sensitivity to customs and cultural differences
– Foreign language proficiency
– Adaptability
– Ability to identify and achieve goals
– Improved communication skills
– Increased confidence, initiative, and independence
– Awareness of global economic and political issues
– Clarification of goals and improved self-awareness
– Resource Management
– Problem Solving
– Crisis Management
– Listening and observation
– Specific professional skills or knowledge base
– Ability to maintain an open mind and be tolerant of others
According to the Define Your Experience for Employers Handout from the Learning Abroad Center, U of M
Visual appeal matters
• White space is critical; Be
consistent; Bulleted format vs paragraph ; Make
information easy to find by defining sections and
using clear and visible headings; Carefully consider font,
size and enhancements; Experiment, try different formats,
individualize!
Resume Tips
• Don’t use “I” statements
• Spell out acronyms (University of Minnesota instead of U of M)
• Use a common font, 10-12 pt.
– Headings 12-14 pt.
– Name 14-16 pt.
• No spelling mistakes
• Don’t use MS Word templates
• Use consistent format and font
• 1-2 pages
• Correct degree and spelled out (Masters of Education vs. MEd)
• GPA can be listed if 3.0 or above
• Don’t list high school
Want to Teach Overseas?
Resume should:
• Highlight study abroad or international travel
experience
• Include work with diverse populations
• Include ability to speak another language
(95% of teachers do not speak another language overseas)
• Possibly, include marital status because it affects
your work visa (not appropriate when applying for U.S. positions)
*According to UNI Career Services
When Asking for Advice Remember…
– This is your resume
– You are the expert of your experiences
– Look at examples
– Use critical thinking skills to filter suggestions
from others
Cover Letter
• Very important in education!
• The best cover letters show how your qualifications match
the needs of the employer and makes a case for why you are
a good fit.
• Use the job description as your “road map.”
How to create a cover letter
• Use customary letter
format
– Your address, date,
company address
• Salutation
• Intro
• Body
• Close
• Enclosures
The Salutation
**Address the letter to a
SPECIFIC person such as
Dear Ms. Tillmon, Dr.
Smith, or Mr. Ruiz
• NOT: Sir or Madam
• NOT: To Whom It May
Concern
The Introduction
• What are you applying for?
• How did you learn about the position?
• Mention any personal contacts with hiring manager or
organization
• Why this school or district?
– Share your knowledge of the employer.
The Body
• Share your passion for teaching! Tell your story.
• How are you a good fit?
– What skills, abilities, and experiences will you bring to
the employer!
– Be specific and use examples.
– State your strengths & accomplishments as they relate to
the needs of the school and position.
The Closing
• Request specific follow-up, generally an interview.
• Include contact information.
• Thank the reader for his/her time and consideration.
The Closing
Closing Sincerely,
Signature
Name Job Seeker
Enclosures Enclosures: Resume & Reference Page
JOB SEEKER
Minneapolis, MN 55455 612-624-4346
Guidelines
• Look at samples
• Proofread, proofread, proofread
• Use 10-12 pt font
• 1 page limit
• Match resume and reference page style: personal logo, paper
and font for a professional look
• A resume and cover letter are a package. They generally go
together
• Use your own words
References
References may be asked for by employers in one of
two forms:
– Recommendation (or Reference) Letters
• Generally 3-5 recommendation letters
• Letters should be written by individuals who can speak to
your teaching ability (cooperating teacher, principal, site
supervisor, program faculty)
• Letters will speak about your abilities in a “general” way
and not tailored to a specific position
• It’s your responsibility to scan and copy reference letters to
submit for applications as needed
– List of References (Reference Page)
• Consists of your chosen references contact information.
Job Seeker
• 222 Pleasant St., Minneapolis, MN, 55455 • [email protected] • 612-624-7577 • jobseeker.weebly.com •
REFERENCES
Goldy Gopher
Math Teacher (Cooperating Teacher, known since 2013)
Highland Middle School, St. Paul School District
56 East River Road, St. Paul, MN 55106
Email: goldygopher@umn.edu
Phone: 612-625-3339
Dr. Michael Scott
Principal; Highland Middle School (Known since 2013, Principal overseeing my student teaching
placement)
200 Park Blvd., St. Paul, MN 55123
Email: [email protected]m
Phone: 612-625-3339
Dwight Schrute
Professor; Curriculum & Instruction, University of Minnesota
(Known since 2012, Professor for two courses & Site supervisor)
128 Pleasant Street, 244 Appleby Hall, Minneapolis, MN 55455
Email: gophers@umn.edu
Phone: 612-625-3339
Find a Job
Job Sites/Resources
GoldPASS (U of M’s job posting site)
• http://goldpass.umn.edu
EdPost
• http://www1.stcloudstate.edu/joblistings/edpost/
MN Department of Education (MN Teacher Recruitment Center)
• https://education.state.mn.us/MTRC/
Additional Job Sites (CEHD Career Services listing)
• http://www.cehd.umn.edu/career/teacher/sites.html
Online Applications
• Many school districts (in Minnesota and across the U.S.) use
online application systems, such as AppliTrack, to automate
portions of the hiring process.
• 127 school districts in Minnesota use AppliTrack.
• Some districts require applicants to take a teaching style
inventory as part of the application process, which consists of
multiple choice behavioral based questions about the
applicant's teaching style.
• Once an applicant has taken a teaching style inventory, these
results can be shared with other districts.
• Online applications can take up to 40 minutes to complete.
Online Applications
Behavioral Based Screening Assessments
Online Applications
License
Online Applications
Standing Out in Online Applications
• Fill out each online application completely; never say “see
resume.”
• Include buzz words.
• Dates need to be accurate.
• Concise, complete essay questions.
• Thoughtful, spellchecked, absolutely no errors.
• For more information visit:
http://www.cehd.umn.edu/career/teacher/default.html
and click on the “Applications” tab.
Monday April 13th, 2014 | 10:00 a.m. to 3:00 p.m.
Minneapolis Convention Center
Register to attend through CEHD Career Services.
(Registration begins February 2015)
MN Education Job Fair 2015
Logistics
MN Education Job Fair 2015
Orientation Online Workshops
Interviewing
Preparing for an interview
Research
• Research the organization—impress them by knowing what
they do, and how you can help!
• Know your strengths and the experience you will bring to
the position.
Logistics
• Plan to arrive 10 minutes early
• Bring extra copies of your resume and a hard copy portfolio.
Interviewing
Hard Copy and Electronic Portfolios
The Purpose is to Showcase
your Experience in an Interview!
Portfolios
• Two types: hard copy & electronic
• Tailor to the position
• Be selective; less is more
• Display your best work
• For more information visit:
http://www.cehd.umn.edu/career/teacher (click on
“portfolios”)
Interviewing
Dress for Success
Dress Professionally
• Be sure your have appropriate attire such as a suit, dress
pants/skirt and blazer, or button down collared shirt.
• Wear comfortable, polished shoes. Have a neat and
appropriate hair cut. You want to look great!
Interviewing
Questions
Practice
• Interview Stream http://umn.interviewstream.com/
• CEHD Career Services Practice Interview
– Call 612-625-3339
Sample Questions
• Commonly Asked Teacher Interview Questions
– http://www.cehd.umn.edu/career
• Questions to Ask at the Interview
– http://www.cehd.umn.edu/career
• Job Search Handbook for Educators
Interviewing
Standing Out During the Interview
• Share your passion & enthusiasm for teaching.
• Effectively communicate what you know about the school or
district. Do your homework!
• Be able to clearly articulate what makes you unique. What skills,
abilities, and experiences will you bring to the school or district?
• Use strong examples from your previous classroom experiences.
• Display confidence and humility.
What You Can Do Today!
• Determine where you would like to teach.
• Begin working on your resume and cover letter.
• Google yourself.
• Make connections in the schools.
