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JOB-SEARCH PACKET
for Education Majors who are Graduating

TABLE OF CONTENTS

WHAT CAN THE CAREER CENTER DO TO HELP STUDENTS WHO ARE GRADUATING?

LOCATION

SERVICES PROVIDED

REGISTRATION

QUESTIONNAIRES

GENERAL POLICIES

HOW DO I COMPLETE THE FORMS FOR THE REFERENCE FILE?

HOW DO I FIND A TEACHING POSITION?

APPENDIX I
Your Resume

APPENDIX II
Idaho Directory of School Districts
Idaho Educational Employment Website
Idaho Map Listing Counties
Information for Education Majors

APPENDIX III
Correspondence -- Teachers

APPENDIX IV
Autobiographical Sketch/Philosophy Statement

APPENDIX V
Guidelines for the Selection of Recommendations

APPENDIX VI
Helpful Hints For Interviewing with School Districts

APPENDIX VII
Job-Search Information Sheet

APPENDIX VIII
Transcript Request

APPENDIX IX
Reference File Request

WHAT CAN THE CAREER CENTER DO TO HELP STUDENTS WHO ARE GRADUATING?

The Career Center is primarily a resource to assist you in career planning and to facilitate the process of your finding the position you desire when you graduate.   Services include providing notices of openings BroncoJobs, providing career information and general information on how to find a position, maintaining your reference file and making it available to prospective employers, and arranging for interviews with the employers who visit the campus.  Included in this packet are materials, which provide useful information on the job-searching process and use of Career Center services.

Table of Contents^

LOCATION

The Career Center is located at 1173 University Drive in the Alumni Center (across from the stadium at the corner of University Drive and Grant Avenue).  Mailing address: Career Center, Boise State University, Boise, ID 83725-1310. 

Click here for general office information, location, and hours.

SERVICES PROVIDED

  • BRONCOJOBS--Your Career Center registration will provide you access to the job listings via the web through BroncoJobs, where education listings received at the Career Center are posted. 

  • CAREER GUIDANCE & INFORMATION SYSTEM - DISCOVER --This computerized system assists in occupational choice and also provide job descriptions and salary information useful in resume preparation and job searching.  DISCOVER is available via the Internet; call 426-1747 to schedule an appointment to see a career counselor and gain access to DISCOVER.  (career.boisestate.edu/discover.htm)
  • CAREER/JOB FAIR (Annual)--This is an opportunity to obtain career information, learn about local and national employment opportunities, network with employers, and identify internship opportunities.  Be prepared, with resume in hand, to discuss current employment openings with employers (career.boisestate.edu/careerfair.htm).
  • DIRECTORIES--The Career Center provides links to on-line directories listing all school districts in the United States.  Appendix II of this publication has links to a map of Idaho listing Counties, a directory of all Idaho School Districts, and additional job-search and employment resources.  A complete database of school districts is available on the web - nces.ed.gov/ccdweb/school/index.asp - and is searchable by district name, city, state, or area code.
  • GRADUATE & PROFESSIONAL SCHOOL DAY (Annual)--This event is for all students and community members who are interested in pursuing post-baccalaureate degrees.  This is a great opportunity to meet representatives of graduate and professional schools from across the country.  These representatives will be able to provide information on their programs and their application process.  (career.boisestate.edu/grad-day.htm). 
  • INTERNET RESOURCES--Access to employment information on the Web is available through the Boise State University Career Center Home Page: career.boisestate.edu. Job listings received at the Career Center are posted on our Web-based system - BroncoJobs, accessible from the home page.  Other education resources are linked at career.boisestate.edu/joblink5.htm.
  • INTERVIEW TRAINING--Professionals are available to provide interview training/practice using simulated interview sessions.  These can be videotaped to allow for playback and critique of your interview skills.
  • JOB-SEARCH ADVISING--Qualified and experienced staff members will discuss your career plans, labor-market trends, and assist you with such job-search tools as resume/letter writing, the application process, interviewing techniques, and alternative approaches to the job market.
  • REFERENCE FILE--You can establish a file of written references/evaluations to assist you in your job search.  Once the file is established, it is maintained by the Career Center so that you can update and use it in a future job search.  One of the major benefits of establishing a reference file is the convenience of having your recommendations in a centrally located file.  Most school districts will expect you to have a reference file.  You may have a maximum of six (6) references/evaluations and a resume.  Pick up the forms at the Career Center or print from this web site: Education Reference File Forms.

    Upon request by you or an employer, copies of your reference file will be mailed to employers or graduate schools. File copies can be requested in person at the Career Center or by telephone, mail, or e-mail.  Files are maintained by the Career Center for up to 10 years after last usage.

    See General Policies "C" for information on possible fees for reference file copies.

  •  Table of Contents^

REGISTRATION

The information you include on your registration form will register you with the Career Center for job referrals and will provide you access to the job openings in BroncoJobs.  Occasionally, instead of listing a position, school district officials will request resumes from the Career Center on registrants qualified for a specific position.  Be sure to Upload your resume into BroncoJobs and Publish it to the Public Resume Book in BroncoJobs so that employers will have access to it.   Also, please provide a copy of your resume to have in your reference file at the Career Center

Table of Contents^

QUESTIONNAIRES

Periodically, you will be emailed a questionnaire to complete and submit to the Career Center.  The information you provide on the questionnaire insures that the center has correct information on your availability and job-search status.  Any changes in your address, telephone number, e-mail, geographical preferences, or other information should be made with the Career Center or directly through BroncoJobs, and your resume should be uploaded and kept current in BroncoJobs.  To maximize our service to you, please keep your records current. 

Your feedback after you have taken employment is also very helpful.  Please notify the Career Center by questionnaire, a telephone call, or e-mail when you no longer need assistance.  A convenient form for notifying us is available on the Web at career.boisestate.edu/careerstatusquestionnaire.htm.

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GENERAL POLICIES

    1. The Career Center represents those persons who are purposefully identified with areas of study at Boise State University.
    1. Career Center services are available to all Boise State students and to alumni who have a degree from Boise State University.  Reference-file services are limited to graduating students, students who are student teaching through Boise State University or are enrolled in an approved CPA Track Program through Boise State University, and Boise State alumni.  Students should register with the Career Center anytime during their senior year for career-employment opportunities.  Graduate students who received their baccalaureate degree from another institution must be fully admitted to a Boise State graduate degree program to be eligible to register for reference-file services. 
    2. Informational and career-planning services are available to all current Boise State students and alumni.
    3. Alumni who wish to use the reference-file service of the Career Center should bring their reference file up to date before file copies are sent to employers.
    4. Eligible students and alumni must register with the Career Center to receive job referrals - BroncoJobs.
    1. All current-year-graduate registrants will be placed on inactive status four months after their graduation date -- December graduates' registration will expire on April 30; May graduates' registration will expire on September 30; and summer graduates' (July and August) registration will expire on December 31.  For continued service, Boise State graduates can contact the Career Center at anytime to verify registration information and request activation for an additional four-month period.
    1. Fees (payable in advance)
    1. Career planning, job-search assistance, resource room use, BroncoJobs, and establishing/updating a file are available at no charge.  
    2. Providing five sets of reference files is available at no charge up to 10 years after graduation.  Preparation of reference file copies beyond the first five will cost $3.00 per set, payable in advance. 
    3. If campus interviewers require a copy of the reference file, the copy will be counted as one of the five free copies, which are provided up to 10 years after graduation.  
    4. File holders whose files are not complete upon mailing may request within a one-month period of initial mailing that additional new references be sent at no charge for one additional mail out per location.  After the one-month period, any references sent to that location would be mailed as a file copy for the $3.00 fee, if no free copies remain.
    5. Accounts not paid within 30 days from the date of the request will be assessed a $3.00 late fee.  No additional service will be provided until the account is paid in full.  Policy states that file requests be paid in advance.  However, exceptions may be granted if payment is made promptly after the request and no previous collection problems have been documented.  In no case will credit requests be taken for over a $3.00 maximum amount--Please Pay Promptly.  By the time a billing statement is sent the late fee may already have been incurred.
    6. Registrants may update information in their file at any time without charge.
    7. Fees are reviewed each year and are subject to change.

    Reference File Fees

    Current Year Graduating Students & Alumni

    Registration

    no charge

    Reference File Request (after 5 free file requests within a 10-year period after graduation)—payable in advance

    $ 3.00 after 1st 5

    One copy of additional references within one month of initial request

    no charge

    One copy of additional references after one month of initial request

    same as file request - $3.00

    Late charge after 30 days

    $ 3.00

    1. Registrants have the responsibility of keeping the Career Center notified of their status during the year (by promptly returning questionnaires, providing address changes, etc.).  Failure to keep the office apprised of current status could result in losing active status in BroncoJobs.
    1. Policy of Non-confidential (Open) and Confidential (Closed) Reference Files
    1. Any person who establishes a new reference file or who initiates a request for reactivation of a previously established file has the option to have the file open or closed. This option shall be exercised by indicating on the Declaration of Option Form whether the person desires:
    1. A confidential (closed) file in which:
    • The references are not accessible to anyone except authorized Career Center employees and specified employers;
    • The registrant has NO right to inspection of references and evaluations in his/her file and reference content cannot be disclosed to the registrant by Career Center staff.
    1. A non-confidential (open) file in which:
    • All references will be non-confidential and open to inspection by the registrant;
    • Any references received prior to this date on a confidential basis will either be destroyed by the Career Center or, at the registrant's request, returned to the writer to be rewritten for the "open" file.
    1. The registrant must submit a written list of names of all persons who will be asked to serve as references (this Reference List form will be provided by the Career Center).  Only written references from those listed on the Reference List form will be placed in the registrant's file.  The registrant is free to add to and delete from the list of references as long as the maximum number (six) of references is not exceeded.
    1. References and written evaluations will be deleted from the reference file by a written request from the registrant, specifying which reference or evaluation is to be deleted.   Deleted references or evaluations will be destroyed. In no event will the deleted reference or evaluation be available to the registrant who has established a confidential file.
    2. References or evaluations will be deleted upon written request by the author of the reference, provided that the Career Center notifies the registrant.
    1. Transcripts are not included in the reference file.  If an employer needs an official transcript, you can order one in person or in writing (telephone call requests are not accepted) from the Registrar's Office (see Transcript Request in this document).  In most cases, employers will accept a printed copy of your transcript, downloaded from BroncoWeb, for initial application. For information concerning the procedure and cost call (208) 426-3486 or visit http://registrar.boisestate.edu/services.html
    1. The total number of documents within each reference file is limited to six (6) references/evaluations and a resume (this total is in addition to the registration forms).
    1. Copies of reference files are released in accordance with the registrant's written instructions and only to prospective employers or to other colleges/universities.   Files will not be released to any commercial placement agency or other third parties.
    1. Education reference files will be retained up to ten (10) years after the date of last usage.

    Table of Contents^

HOW DO I COMPLETE THE FORMS FOR THE REFERENCE FILE?

Click here to print the registration forms to start your reference file or request forms from the Career Center.

  Keep your file up-to-date!  Keep your references/evaluations current.
  • Resume--Provide a copy of your current resume to include in your file.  Information in this Job-Search Packet and in the AAEE Job Search Handbook for Educators will assist you with resume format.  Individual assistance and resume critique are available at the Career Center.  Be sure to list your teaching certifications and student teaching experience(s) on your resume.  Even though it is important to have this information in your file to be sent with your references, it is also important to have a resume Uploaded and Published in BroncoJobs in the Public Resume Book so it can be provided to employers when they contact the Career Center for direct referrals.  Employers will not have access to your resume if it is not Published in the BroncoJobs resume book.  In addition, always provide a resume with your own application materials.
  • Student Teaching - Evaluations (see Appendix V)--Your file should contain evaluations from your university supervisor/liaison(s) and any cooperating teacher(s) with whom you may have worked.  Include principals (or other building administrators) only if they have had first-hand observation of your teaching.  When you are approximately halfway through your student teaching, give the Teaching Evaluation forms (obtained from the Career Center) to your university supervisor/liaison(s), your cooperating teacher(s), and other references that you included on your Reference List.  Complete the top portion on each of these forms before distributing.  If you have a "confidential file," request that the evaluator complete the form and provide descriptive comments on a separate sheet of paper and return them directly to the Career Center (address is provided in the instructions on the bottom of the form).  You should provide off-campus evaluators with a stamped envelope addressed to the Career Center.  Evaluations from your student-teaching experience are the most important documents in a beginning teacher's file.
  • Faculty Recommendations--Type the information on the first two lines of these forms prior to giving them to the instructors that you have chosen.  Meet with the faculty member, and try to provide any information you feel may help him/her write a good, relevant reference.  Request that s/he complete the form and return it to the Career Center.  Do not obtain a Faculty Recommendation from your university supervisor/liaison(s); they should complete Student Teaching Evaluation forms instead.  A few discriminating references are better than a large number of general statements.
  • Teaching - Evaluations (see Appendix V) -- FOR EXPERIENCED TEACHERS--Evaluations from current and former building administrators and/or superintendents are especially helpful if they have first-hand knowledge of your teaching.  Complete the top portion of the form.  Request that the evaluator complete the form and provide descriptive comments on a separate sheet of paper and return them directly to the Career Center (address is provided in the instructions on the bottom of the form).  You may want to provide a stamped envelope addressed to the Career Center.  Once you have experience, employers are primarily interested in these evaluations.  You should update your file by eliminating some faculty and/or student-teaching evaluations.
  • FOR A CONFIDENTIAL FILE, REFERENCES/EVALUATIONS
    MUST BE SENT DIRECTLY BY THE REFERENCE WRITERS TO THE CAREER CENTER.

    CHECK WITH THE CAREER CENTER A WEEK OR TWO AFTER YOU HAVE DISTRIBUTED REFERENCES AND EVALUATIONS TO MAKE SURE THEY HAVE BEEN RETURNED!!!

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HOW DO I FIND A TEACHING POSITION?

There is more to finding career employment than establishing a reference file.  The Career Center can provide you with a good deal of helpful information, job listings, links to school districts, and other services.  Experience has amply demonstrated that those who approach their job search systematically have a tremendous advantage in finding satisfactory employment.  The following is an outline to assist you in developing your strategy: 

    1. Know yourself.  Be able to give honest, in-depth answers to the following questions (avoid clichés or phony answers).  Take the time to write a detailed personal inventory in rough draft form.  Consider your educational experiences and your outside interests.   Which experiences were satisfying and which were not?  Why?  Pay particular attention to the following questions.  Don't worry about neatness since this will be for your own use.
    1. Why do you want to teach?
    2. Why did you choose your particular field within the teaching profession?
    3. Why did you choose Boise State University?
    4. What are your geographical requirements if any?  (Do not limit yourself more than is absolutely necessary.  The more places you will seriously consider, the greater your opportunities.  If you get that first job it will be easier to get a job later in the location you prefer.)
    5. Why do you feel you will be a good teacher?
      1. What are your strengths?
      2. What are your weaknesses?  What steps are you taking to overcome these?
      1. What is your personal philosophy of education (in your own words)?
    1. Register with the Career Center.
      1. Make sure you have completed all the necessary forms and have returned them to the center.
      2. Make sure all your references and evaluations are in your file.
      3. Make sure your resume and registration information are always current as to address, telephone number, e-mail,  name change, geographic requirements, etc.
      4. Make sure the Career Center staff is informed of your individual interests, requirements, etc.
      5. Make sure you notify the Career Center when you become employed.  Notify us by telephone, mail, or by completing the Career Status Questionnaire on the Web {career.boisestate.edu/careerstatusquestionnaire.htm}.
    2. Prepare a resume.  A good resume is brief and emphasizes relevant employment qualifications.  You should always have an up-to-date copy to provide to a potential employer.  (See Appendix I for more information and a sample resume).  The preparation you did in step "A", above, will pay off here. The resume should be included as part of your reference file, and you should provide it to school districts as part of the initial application process.  Also, Upload and Publish your resume in BroncoJobs for easy access by employers.
    3. Budget some time and money for your job search.  If you are mobile and will be applying to school districts out of the local area you should plan time to prepare numerous letters and applications.  You will also need to plan for visits to the districts for interviews.  You will need to have money for resume photocopying costs, postage, and for any travel expenses you may incur.  The amount of time and money you can make available for this process will be an important factor in determining how far and how many districts you will be able to consider.
    4. When do I start?  This is a common concern.  You do not need to have completed student teaching before you start applying for teaching positions.  Some people wait too long and a few others start too early.  Generally it is wise to begin applying in February if you are planning to start teaching the following fall.  Some districts may encourage you to wait until March or even April.  Since much hiring is not completed until mid-summer or even later, applications filed then may result in jobs; however, your odds are much better if you apply earlier.  Check the districts' web sites for their specific hiring procedures.

    If you are a December graduate begin applying in October and November for mid-year openings.  If you are not successful in finding a mid-year position, notify the districts that you wish to be considered for Fall vacancies as the district might not automatically make that assumption.

    1. Research potential employers.  Attempt to learn as much as you can about a district and the community before making application.  This information can be obtained from a variety of sources including students from that area, the Web, newspapers (the Boise State Library has newspapers from towns throughout Idaho), the Chamber of Commerce from the particular community, etc.  It is wise to apply to districts in which you are interested even though they do not have any openings listed with the Career Center.  Some districts, including Boise and Meridian, post all of their openings on their websites and conduct initial screening interviews.  Other districts only accept applications for specific openings.  Some states have specific sites for posting all education openings within their state.  These and additional websites to assist you in your job search are linked from the Career Center web site {career.boisestate.edu/joblink5.htm}.
    1. Obtain an application from each district in which you are interested.  You can do this by a letter (Appendix III) and resume (Appendix I), by telephone, in person, or by the Web in some instances.  Be sure to follow directions carefully and fill in the form neatly and completely.  Return it promptly.  Unless otherwise specified, contact the district (superintendent's) office for the application.  Even if you already have an application on file with a district, don't wait for them to contact you when you see an advertised vacancy.  Contact the district with a letter of interest for each vacancy.  Check with the district to make sure that they have received all of your materials.  Be sure to inform them of any changes (address, telephone number, email, additional endorsements, etc.).

    1. Keep a copy of all correspondence to and from school districts and a list of where and when you have requested reference files and transcripts to be sent.   Maintain a "log" summarizing your contacts--See Appendix VII.
    1. Note whether the district requires a transcript.  Unless the district specifies an "official" transcript you can photocopy your own "Official Copy Issued to Student" and save the delay and expense of requesting one each time from the Registrar's Office.  The Career Center cannot obtain your transcript for you nor retain a copy in your reference file.  Transcripts must be requested in writing or in person from the Registrar's Office, which charges a fee for an official transcript.   It is wise to always have a current copy of your own transcript on hand--see Appendix VIII.
    1. Have your reference file sent if the district requests it or has indicated some interest in you.  Do not send it prior to completing an application unless explicitly requested by the district.  In order to have your file sent to an employer in time, contact the Career Center early.  Applicants will not be allowed to hand carry files containing confidential references under any circumstances--see Appendix IX.
    1. Individuals who have seriously considered the questions in Section A will be more prepared during interviews than those who have not.  Rarely is anyone hired without an interview and usually this is a critical factor in determining whether or not you are seriously considered for any positions that are available.  Often you will be interviewed by several persons in the district before being hired.  Appendix VI may be helpful in preparing for an interview.  Interview training is available at the Career Center.
  1. Follow up on your applications.  This is especially important since you may be applying well in advance of actual vacancy openings.  You should keep a record of where you have applied and all your contacts with each district so that you can check back with them every few weeks--see Appendix VII.  It is very important that you do not allow enough time to pass for the district to think you have taken another job or that you are not interested in their district.  Call, visit, or drop them a post card every three or four weeks stating that you are still available and still interested; inquire as to whether you need to provide anything further.  It is especially important to keep the districts (and the Career Center) informed of any change of address, telephone number, e-mail, etc.

Persons seeking employment should provide a resume to employers.

The most important requirements of a good resume are accuracy, conciseness, and neatness. Your resume may present you to people who have not yet met you. If it is sloppy or untidy, you will be judged accordingly.

  • Your resume should always accompany a letter of application or inquiry (cover letter), and you should have a copy of your resume with you when you go to apply for a job or go for an interview.  A resume should also be included in your reference file at the Career Center.
  • The content and layout of resumes vary a good deal and employers have different preferences; however, it is generally best to keep it simple and to one page.  While it is acceptable to have photocopies, it is important that they are on quality paper and in a typed format.
  • Use blank space to create an impression of neatness and orderliness.  Spacing helps to draw attention to important points. Crowding makes a resume look cluttered and is hard to read.  A poor appearing resume may not get a second glance from an employer.
  • It is generally best to use a conventional layout such as the attached sample.   Gimmicky or flashy resumes may do more harm than good.
  • All resumes should contain basic data including your name, address, and telephone number.  If no one is home during normal business hours and you do not have an answering machine, list an alternate message telephone number.
  • Your college education should be summarized. Generally information about your high school education is not appropriate.
  • Be sure to clearly list all the certifications and endorsements you have. If unsure, check with the Dean's Office in the College of Education or with the State Certification Office.
  • Statement of a professional objective is recommended though not absolutely necessary. Work experience is ordinarily listed beginning with your most recent experience. Dates of employment should be given along with organization name, city, state, and a brief description of your work. It is helpful to indicate any promotions or recognition gained in your job.
  • Include any extra-curricular activities.  Most employers seek "well-rounded" individuals. Be sure to mention scholarships, honors, honorary groups, campus organizations, professional societies, and leadership positions.

Keep your resume current. Resumes should be updated periodically so that you will be prepared to provide employers with current information (sometimes with short notice).

See the American Association for Employment in Education Job Search Handbook for Educators, provided by the Career Center, for more suggestions.  Sample resumes, cover letters are available on the web and at the Career Center.  Resume and cover-letter critiques are available by Career Center staff.

    Possible Resume Headings

    OBJECTIVE

    OTHER WORK EXPERIENCE

    TEACHING OBJECTIVE

    PART-TIME & SUMMER WORK

    CAREER OBJECTIVE

    EXPERIENCE

    PROFESSIONAL OBJECTIVE

    COMMUNITY & OTHER ACTIVITIES

    POSITION DESIRED

    VOLUNTEER ACTIVITIES

    EDUCATION

    RELATED ACTIVITIES

    EDUCATIONAL BACKGROUND

    PROFESSIONAL & COMMUNITY ACTIVITIES

    EDUCATIONAL PREPARATION

    COLLEGE ACTIVITIES

    SPECIAL TRAINING

    SPECIAL HONORS

    CERTIFICATION

    COLLEGE DISTINCTIONS

    ENDORSEMENTS

    HONORS & DISTINCTION

    AREAS OF KNOWLEDGE

    HONORS & AWARDS

    AREAS OF EXPERTISE

    MEMBERSHIPS

    EDUCATIONAL HIGHLIGHTS

    PROFESSIONAL ORGANIZATIONS

    RELEVANT COURSES

    PROFESSIONAL MEMBERSHIPS

    CAREER HIGHLIGHTS

    SPECIAL SKILLS

    PROFESSIONAL SKILLS

    TRAVEL

    STUDENT TEACHING EXPERIENCE

    LANGUAGE COMPETENCIES

    PRACTICUM EXPERIENCE

    MILITARY SERVICE

    TEACHING EXPERIENCE

    CONSULTING

    COACHING EXPERIENCE

    PUBLICATIONS

    EXPERIENCE SUMMARY

    CURRENT RESEARCH INTERESTS

    EXPERIENCE HIGHLIGHTS

    PRESENTATIONS

    PROFESSIONAL BACKGROUND

    CONFERENCES ATTENDED

    ACHIEVEMENTS

    CREDENTIALS

    CAREER ACHIEVEMENTS

    REFERENCES

    EMPLOYMENT

    ADDITIONAL EXPERIENCES


    Suggested Words to Use in Your Resume

    advised learning centers
    anticipated mainstreaming
    arranged maintained
    behavior modification managed
    capable modular scheduling
    clarified motivated
    coached negotiated
    communicated non-structured
    conducted open classroom
    consistent organized
    coordinated participated
    counseled patient
    created persuaded
    departmentalized planned
    designed

    prepared

    developed proficient
    directed promoted
    edited qualified
    effective residential setting
    efficient resource room
    encouraged revised
    established scheduled
    expanded self-contained
    experienced sensitive
    fair skillful
    flexible scheduling strengthened
    formulated structured
    guided successful
    hired supervised
    improved team planning
    influenced team teaching

If in doubt about what to include on your resume, ask yourself why should I include this?  How will it support my objective?  Remember that you will complete a district application form on which you will be expected to include other information, which may not be necessary on the resume.

NOTE: There is often confusion about the difference between a resume and a vita.   Vita is the term usually used for a post-secondary academic or research-oriented resume.  A vita might include a list of courses taught (or able to teach), grants received, research, and publications.  The abbreviation c.v. (for curriculum vita) is sometimes seen in academic position announcements.


    Reproducing Your Resume

Having organized what you want to say and having developed a format and layout, type a draft and ask at least three people to critique and proofread your copy.  Career Center staff are available to help you with your resume.  Print your master copy on white paper.  Proofread, yet again, and take the master to a quick-print shop for copies or print on a quality printer.  Select from the shop's stock, or purchase and take with you, some good quality bond paper in white or a soft neutral color.  Be sure to reserve some blank stock for letters of application.  Since you will probably revise your resume from time to time to incorporate suggestions of others or to update information, having your resume on computer disk makes this job much easier.

    NAME
    Address
    Telephone number
    E-mail address

OBJECTIVE

Simple and direct, i.e.: An elementary teaching position


EDUCATION

Most recent degree or certificate program first.
Abbreviate B. S., M. S., then list subject, school, year


CERTIFICATION

Use this category if you have more than one endorsement--otherwise, include certification under Education section.


EXPERIENCE
(or Teaching Experience, Related Experience, etc.)

Group experiences related to teaching: list most recent first (i.e.)

Substitute Teacher, x, y, z districts, grades 1-12.  If relevant, say something about # of days, or "was frequently requested," and something about your successes or classroom management skill development.  (Dates)

Student Teacher, grade x, y district.  Describe the setting, the special things you achieved, any particular methods/strategies you used, etc.  Try to paint a brief picture of your strengths and skills in the classroom.  (Dates)

Practicum or Field Experiences. Name schools, districts, and grade levels.  This can be done in a brief summary statement, such as "observed and taught lessons in inner city, suburban and rural schools in grades 1-6." (Dates)

or, if there is some reason to feature the experiences (to document that you have had experience in the setting you now seek), be more specific.

Camp Counselor, or Scout Leader, or Outdoor School Counselor, or Little League Coach, or ??? (anything that relates to or involves working with children or the age group you seek to teach).


OTHER EXPERIENCE

If relevant, list titles--these may be jobs or volunteer positions (particularly if you have been at home with young children for awhile), organizations, and describe very briefly what you did as it may relate to qualities and skills that will be helpful in Education.

OR, do a summary statement, such as: worked as a tree trimmer, a waitress, a retail sales clerk, and a veterinary assistant while attending college.

OR, summarize your volunteer and community service roles: six years as a volunteer in the schools, tutoring and assisting with classroom activities.

SKILLS/ACTIVITIES...

(that might suggest ways you could be involved with children in extracurricular activities or mini-classes or in coaching, etc.)  These can help add to the overall picture one develops while reading the resume.  Don't include interests such as reading or listening to music.  When considering what to include in your resume, ask, "Will including this enhance my qualifications?  If I were a principal, would I consider this valuable when selecting candidates to interview?"  Use one page if possible, two only if you have had numerous teaching-related experiences.


Pat Jones 
1232 University Drive
Boise, Idaho 83706
Telephone: (208) 341-1234
E-mail address: vjones@*****.com

PROFESSIONAL
OBJECTIVE

EDUCATION


EXPERIENCES

 

 

 

Summer 200X

 

200X to 200X

 

Summer
200X


ACTIVITIES &
HONORS

 

 

 


 

 

 

 

 




Secondary History Teacher. Grades 10-12 preferred.
Can assist with drama and debate.

Boise State University, Boise, Idaho, B. A. History, Secondary Education Option, May, 200X. 

  • Primary interest - U. S. History.
  • Student taught U. S. History, Borah High School, January-March 200X.
  • Designed objectives and lesson plans.
  • Organized group projects and provided individual support.
  • Strategized special projects with other History faculty.

Camp Counselor, Camp Whitebird, McCall, Idaho. Supervised summer-camp experience for youth, age 13-16. Led discussions on Indian History.

Sales Clerk.  The Wrap, Boise, Idaho. Worked part-time in specialty clothing store.  Assumed  increased responsibility during time of employment.   Assisted with training of new staff.

Inventory Clerk.  Widget Supply Company, Boise, Idaho.  Promoted from shipping department after first month.

  • Vice President, Student National Education Association
    Contacted speakers and coordinated programs.
  • Debate Team Junior year.
  • Participated in three major theatre-department productions.
  • History Department Scholarship.  Full fees.   Senior year.

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APPENDIX II

Idaho Directory of School Districts 
(requires Adobe Acrobat Reader to open) 

Idaho Educational Employment Website

Idaho Map Listing Counties

Information for Education Majors


APPENDIX III

Correspondence - Teachers

Teachers seeking employment usually find it necessary to write many letters.  Always keep a copy of the letters you send.   It is helpful to keep all your job-hunting correspondence in a folder and keep all correspondence with the same employer together and in chronological order.

The Letter of Application

  1. The letter of application (sometimes called cover letter), like your resume and reference file, represents YOU.  The prospective employer is influenced by its appearance and presentation.
  2. The letter should be a typed original--no photocopies.  It should be neat and free of grammatical and typographical errors.
  3. Address it to an individual by name rather than merely to the school district.  If you do not know the name, address it to the Superintendent of the district.  The Career Center has directories to help you identify the names of superintendents.
  4. Be brief, factual, and interested in the district as well as the job.
    1. Introduce yourself.
    2. State the reason you want to teach in this district and point out your qualifications for specific teaching assignments.  Be direct, straightforward, and concise.
    3. Request an appointment for an interview.  Indicate whether you plan to be in the area and if so, when.
  5. Limit your remarks to one page.
  6. Include a resume with the letter, which will supply the details on your background.  The resume can be a photocopy (on quality paper).
  7. Some school districts accept applications only for announced vacancies.  If you have already applied to such a district for a previous vacancy, it is still advisable to write to them expressing an interest each time a vacancy in your field is advertised.

The Follow-Up Letter

Write your thank-you letter immediately following the interview.  Include appreciation for the interview, specifying the date, location, and position for which you were interviewed.  Restate your interest in the job and in the district.  Add any additional details you wish in order to clarify pertinent aspects of your application.

The "Stall" Letter

This letter is appropriate when you want to postpone any definite action after you have been offered a position. Make reference to the reason you are writing the letter (i.e. an offer by telephone or letter), state your continued interest, and indicate the period of time you will need to reach a decision.  You may want to ask the Career Center Staff for help in determining an appropriate time period, which is often based on your specific circumstances. Keep in mind, the districts also have deadlines.

Rejection Letter

When you decide to decline an offer, notify the employer of your decision. In your letter, show appreciation, express regret, and give reasons as briefly as possible. In the last paragraph, try to keep the door open for future contacts.  Your chances for making a life-time career of your first job are remote.

Acceptance Letter

Write this letter as soon as you decide to accept an offer.  Reiterate the details in order to avoid any misunderstanding (location, assignment, salary). State the date you can report for duty.  Thank the district for selecting you.

 NOTIFY THE CAREER CENTER OF YOUR DECISION!

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Some school districts request that applicants for teaching positions submit an autobiographical sketch and/or a statement of educational philosophy.  The purpose of the autobiographical sketch is to help the reader understand who you are.  What factors shaped you?  What influenced your development?  How did you become the person you are?  A statement of philosophy should address the question, "What do I believe?"  Though it is often difficult to separate who you are from what you believe, you should use the autobiographical statement to focus on those life experiences and events that have shaped you.

While there is no right or wrong way to write an autobiography, there are both less interesting and creative approaches.  It is not necessary to begin at birth and summarize every year of your life to date ("I was born in…When I was two we moved to...").  Instead, put yourself in the role of a school official interviewing prospective teachers.  What would you like to know in answer to the question, "Tell me about yourself?" Perhaps you would want to know something about an individual's family background, especially as it might have influenced the person's decision to teach.  As the person developed, did s/he have any key experiences that may be relevant?  What activities does the person prefer and why?  What are his/her goals?

When writing your rough draft it may be helpful to start at the beginning, and cover your life in detail.  As you edit you can select those elements that are most relevant to teaching and the specific position to which you are applying.

Have someone read the draft and give you feedback on what kind of person is described.  Keep editing until you have a concise one-page sketch that, in combination with all the other information submitted as a part of the application, will paint a unique picture of you.


    P
    hilosophy Statement

Think back to the last election and the glittering campaign promises.  Most of them lost their luster when we heard them for the umpteenth time.  This is how school district personnel feel when they read: "I want to help each child reach his/her full potential."  Not that what you're saying isn't true - just that it isn't unique.

To get at your philosophy of teaching, ask yourself a few questions: What do I want my classroom to say when people walk into it?  What is essential to good teaching?  What inspired me to pursue teaching?  What is rewarding to me?  Another good question is, what is unique about my teaching?   There is no way your teaching is not going to reflect your philosophy.  If you're not sure what your philosophy is, try this: reflect on classroom situations that you handled well.  Your philosophy will be demonstrated in those situations.

As you reflect on your teaching philosophy, grab whatever's handy - yellow legal pad, restaurant napkins, whatever - and jot down the words that come to mind.  Don't worry about structuring it.  You're gathering raw material at this stage.  When you sit down to actually write your statement, those words and images will be invaluable to you.

When you write your first draft, start fast.   Skip the mindless, wandering openings.  The first sentence is the one that sinks in the most - make it say something.  Get down all your thoughts, with perhaps an example or two and even an effective quote.  Don't worry (yet) about grammar and structure - you'll be editing this version.

Now that you have your philosophy in writing, you need to edit your work.  No one has time to "dig out" your meaning.   To achieve clarity, try using the following:

  • A maximum of 2-3 words of 3+ syllables per sentence.
  • A maximum of 17 words per sentence.
  • A maximum of 4-6 sentences per paragraph.

You should see a big improvement already.  Now, get out your colored pencil, and put a circle around all prepositions (to, about, in, etc.) and all forms of the verb "to be" (is, am, are, etc.).

Consider the following example:

  • Before: From the onset, you will find this machine to be less expensive while at the same time being more productive.
  • First revision: This machine is less expensive and more productive.
  • Final revision: This machine costs less and produces more.
  • Question, reflect, write, and edit. This should result in a clear expression of you as a teacher.

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APPENDIX V

 Guidelines for the Selection of Recommendations

  • A reference file is a collection of documents relating your professional competence.  Its purpose is to recommend you to employers who are considering your application.

  • Most districts consider a reference file "complete" if it contains three (3) or more references/evaluations.

  • When requesting references/evaluations for your file, you should concentrate on those individuals who have supervised you.  In order of priority, depending on your experience, ask for references/evaluations from supervisors of your experience in the field.

  1. For inexperienced teachers they will be: cooperating teachers (essential), university student teaching supervisors/liaisons (essential), possibly field-experience teachers, building administrators, and department chairpersons (if they've seen you teach).
  2. Beginning secondary teachers might consider a professor from their major teaching field.
  3. For experienced teachers, these might be: principals, vice-principals, department chairpersons, unit leaders, possibly superintendents.
  • DO NOT request references/evaluations from friends, co-workers, people whom you have supervised, character references (including your minister, unless he/she has supervised your teaching church school), relatives, people who do not know you well or who have not been in a position to evaluate your performance in a work-related or academic setting.

  • Generally you will want to obtain statements of recommendation on Career Center forms or your reference providers' letterhead.  School district or military performance appraisal checklists, certificates and diplomas are not appropriate for your reference file.

  • If you use letters of reference/evaluation (as opposed to Career Center forms), we suggest that they be addressed to "TO WHOM IT MAY CONCERN."  Letters addressed to a specific person cannot be included in your file.

  • It is wise when requesting a reference/evaluation, to give the writer some specific written suggestions or guidelines.  Ask him/her to comment on a project, skill, quality, or area of experience that will feature your achievements and strengths in the context in which you dealt with the evaluator.

  • If you have questions about the types of references/evaluations for your file, ask at the Career Center.

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APPENDIX VI

Helpful Hints for Interviewing with School Districts

Probably the single most influential factor in the application process, the one that carries the most lasting impact on both the candidate and the school administrator, is the first interview.  The interview is important for the obvious reason that those 30 or so minutes spent in an interview may very well determine the future course of your life.  A direct, sincere, relaxed applicant who can talk about him/herself in an objective manner without dominating the conversation can have a positive effect that will carry over into the teacher's work in the district. Remember, interview training is provided by the Boise State University Career Center--take advantage of this opportunity to practice your interviewing skills.

Preparation

  1. Determine the exact time and place of the interview.
  2. Collect current information about the district and the community--location and size of the district, what texts are being used, etc.
  3. Prepare a list of questions, review them, and keep them in mind. Many of your questions will be answered by the interviewer as he/she tells you about the district.
    1. Community size, economic stability, climate, living accommodations, cultural and recreational opportunities, transportation, etc.
    2. Resources available to a new teacher: consultants, supervisors, aides, in-service workshops, supplies, etc.
  4. Self-confidence--regard the interview as a pleasant professional experience.  Organize your material so that you will be able to make an intelligent presentation.
  5. Dress--use the "Three C's" as a rule of thumb... Clean, comfortable, and conservative. Good grooming and posture are definite assets.
  6. Arrive early; come alone.
    1. Leave time to complete application forms if necessary.  Be sure you are prepared with the necessary information.
    2. Have material available for note taking after the interview.

The Interview

  1. In most instances, the interviewer will introduce him/herself; make certain you have his/her name.  Greet the interviewer by name - "How do you do, Ms./Mr. Jones" - smile; be natural.
  2. Take cues from the interviewer.
    1. Shake hands.
    2. Sit down.
    3. Let the interviewer direct the structure of the interview -- formal or informal.
  3. Be ready for all questions, for example:
    1. "What can I do for you?"
    2. "Tell me about yourself."
    3. "Why are you interested in this district?" (Research pays off here.)
  4. Look alert. Sit up straight and look at the interviewer.  Be sincere, forthright, and show you are interested. Smile.
  5. Be careful in your enunciation and grammar.  Avoid slang!
  6. Do not start an argument.
  7. Refrain from making slighting remarks about anyone.
  8. Few offers are made at the time of the interview.  If a contract is offered on the spot, be certain that this is the position you want, then accept.  If you have the slightest doubt, be courteous and tactful in asking for time to think it over.
  9. Answer questions adequately, not with just a "yes" or "no" but also not too lengthy.
  10. Be sure to talk about yourself in an organized, objective manner.
  11. Termination of the interview.
    1. Interviewer usually takes the lead, such as "Have we covered the important points?  It has been a pleasure talking with you."  You should receive some idea when you will learn of the decision regarding you.  If not, ask. If you are really interested, say so.
    2. Express appreciation for the opportunity to learn about the district and for his/her time, then leave.

Follow Up

  1. Provide any requested forms, reference file, transcripts, or other information promptly.
  2. Letters--see Appendix III.  Prompt correspondence is good public relations.
  3. Sample Questions Asked in an Interview

These are examples of questions asked in an interview.  Be prepared to talk about lesson plans, discipline, and your organizational skills.

  1. Tell me about yourself.
  2. Why do you want to work for our district?
  3. What are your strengths and weaknesses?
  4. Where do you see yourself five years from now?  Ten years?
  5. Describe your typical teaching style.  Techniques used.
  6. Why should we hire you over all the other applicants?
  7. What role do you think the principal should take?
  8. Tell me about your student-teaching experience.
  9. Why did you decide to become a teacher?
  10. How have you involved parents in the learning process?
  11. What has been your most positive/negative teaching experience?
  12. How would you teach reading/math/science in your classroom?
  13. Describe an ideal curriculum in your area of study.
  14. How have you emphasized the development of basic skills?
  15. Describe a lesson plan that you developed (objectives, format and evaluation).
  16. How do you use lesson plans?
  17. Define cooperative learning.  How have you used it?
  18. Do you use homogeneous or heterogeneous grouping?
  19. How do you motivate students?  Yourself?
  20. What kind of relationship do you have with your students?
  21. How do you reinforce self-esteem in your students?
  22. What is your philosophy of education?
  23. What is the ideal education philosophy for a school district?
  24. What is your philosophy on homework?  Grading? Report cards?
  25. Would you rather teach the slow learner or advanced learner? Why?
  26. What classroom management system do you use?  What are the basic principles of effective discipline?
  27. Describe the ideal position for which you are looking.
  28. How would you change the public schools for the better?
  29. What do you like most about being an educator? Least?
  30. How do you evaluate your teaching?
  31. How is your classroom organized?
  32. How would you use an extra 5-10 minutes at the end of class?
  33. How would you work with a mainstreamed, learning-disabled student?
  34. How do you handle the different ability levels of students?
  35. What role does active participation play in your teaching?
  36. What is your opinion on competency based instruction?
  37. If a student tells you s/he has engaged in an illegal/immoral activity, what would you do?
  38. Do you plan to continue your education?
  39. What issues in education are of greatest concern to you?  Why?
  40. What class did you like the most/least, and why?
  41. What is your role as a teacher?
  42. What if a parent complains that your standards in class are too high--you are ruining their child's chances for college?
  43. How would you involve parents in the classroom?
  44. You notice a significant behavior change in a student.  What action would you take?
  45. What would you do if you suspected that a student is being abused at home?
  46. What would you say to the president of the school board if s/he protests the detention you assigned to his/her child?
  47. How do you evaluate your students' learning?
  48. What innovative ideas would you like to initiate in your classroom?
  49. Do you have any questions for us?

Sample Questions to Ask the Employer

These are examples of the type of questions you might ask in an interview.  You will want to develop your own questions.  Each employer is different, and what is appropriate at one school may be inappropriate at another.

  1. What do you consider ideal experience or education for this position?
  2. Do you use ability grouping in your schools?
  3. Would I be part of a team teaching situation?
  4. Do you have open classrooms in your schools?
  5. Could you tell me about the other educators who would be working with me?
  6. Are extracurricular assignments available for teachers interested and qualified?
  7. Does your district offer faculty in-service training days during the school year?
  8. What reading/math series are currently being used?
  9. Do you have an active parent-teacher organization?
  10. What percentage of your graduates continue their education?
  11. What is the retention rate for secondary students?
  12. What types of support personnel are employed by this district (counselors, coordinators, language and reading specialists)?
  13. Are computers available for classroom use?  Are they connected to the Internet?
  14. Do you have a media center, resource center, resource materials?
  15. Does your district use the state guidelines for curriculum or other guidelines?

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APPENDIX VII

Job-Search Information Sheet
Employee: Big City School District #999
Address: 375 Main, Big City, Idaho 83999                                                          SAMPLE
Telephone: (208) 999-9999					This is a form you may wish to
Contact Person: Pat Jones, Superintendent			duplicate to keep track of																							
E-mail: pjones@****.com					your job search.
Web site: BigCity.com
Date

Summary of Contact

2-15 Researched district.  Impressed with administrative philosophy and community support.
2-17 Sent resume and application letter.
2-25 Sent completed application and a copy of most recent transcript.  Requested the Career Center to send a copy of my reference file.
3-01 Received call from Mr. Smith setting up appointment with Superintendent Jones at 3:00 p.m. on 3/6 in Room 137, 375 Main, Big City, ID.
3-06 Had interview with Supt. Jones.  Nothing available now, but I was told to check back in May.
3-07 Sent thank you to Supt. Jones.
5-04 Called Supt. Jones.  I was asked me to make an appointment with Ms. Doe, Principal, Smart Jr. High School at 999-9999.  Called Ms. Doe and made an appointment for 5-6 at 10 a.m.
5-06 Saw Ms. Doe.  Had a good interview.  Expressed interest in English position with yearbook/newspaper advisor responsibilities.  Sent thank you.
5-15 Offered job!!  Accepted!!!!!  Start work 8/23; report to Ms. Doe.
5-16 Contacted Registrar's Office in writing and sent the fee to have an official transcript sent to the district office.  Notified the Career Center of employment by completing their web form at career.boisestate.edu/careerstatusquestionnaire.htm.

Please notify the Career Center (208-426-1747) immediately upon taking employment.  You can use the convenient form on the web {career.boisestate.edu/careerstatusquestionnaire.htm}.  Questionnaires are emailed on a regular basis after your graduation to give you an opportunity to keep us informed of your job-search status.

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APPENDIX VIII

Transcript Request

Some graduate schools require official transcripts be sent with the applicant's application in sealed envelopes.  Such arrangements can be made with the Registrar's Office.

Our experience has been that the vast majority of employers will accept copies of the official transcript with the "issued to student" notation for employment screening purposes.  When offered a contract you will need to contact the Registrar's Office to have an official transcript sent to the school district.

Click here for TRANSCRIPT REQUEST INFORMATION.

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APPENDIX IX

Reference File Request

  • To request a reference file you may make your request in person, by mail, e-mail, or telephone.  (For telephone requests, you must have given written release on the Declaration of Option form.)

  • Five free file copies will be provided up to 10 years after your graduation from Boise State.  Pre-payment or payment at the time of your request is required, except under special circumstances.  No more than a $3.00 credit will be carried.  If payment is not made within 30 days of your request, a $3.00 late fee will be assessed.
  • When requesting reference files, please provide your name, date of graduation, and the complete address including contact person (if known) for each request.  Please provide the address information to us in the exact format for mailing (i.e. contact name or attention line first, etc.).  NOTE: Address information is not required with your request for mailings to school districts in Idaho; however, be sure to specify school district name and city.
  • Your file should be up to date and as complete as possible prior to being sent. Confirm the file's contents (current resume, names of references on file). 
  • Copies of your reference file will be provided at your request, ONLY to bona-fide employers. 
  • Copies of your reference file will be provided at your request for campus interviews as required by the recruiter.
  • You should have made initial contact with the employer prior to requesting that a copy of your file be sent.
  • Files containing confidential references cannot be hand carried under any circumstances. 
  • Your file will be sent as soon as possible. 

Refer to General Policies - Fees

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This page maintained by the Boise State University Career Center. Please contact the Career Center at (208) 426-1747 or  career@boisestate.edu with questions.