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CV writing for Fresh Teachers

CV writing for Fresh Teachers

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Published by Salman Fareed
This document tells about the tips for writing CV for fresh Teachers.
This document tells about the tips for writing CV for fresh Teachers.

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Published by: Salman Fareed on May 28, 2013
Copyright:Attribution Non-commercial


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CVs and Cover Letters for New Teachers 1 
CVs and Cover Letters for New Teachers
Curriculum Vitae (CV) and Résumé are the two namesusually given to the professional document used as part of the job application process. The term CV rather than Résumé will be used throughout this CV for convenience. Your CV will describe how your qualifications, skills, experience and  personality make you a suitable candidate for a particular teaching position or other opportunities such as a traineeshipor scholarship. It is designed to get you interviews and if it 
doesn’t achieve
this, see a Careers Consultant. A CV isessentially a self-marketing tool that demonstrates to thereader that you are worthy of serious consideration as a potential employee. It is a document that will need to beregularly reviewed if it is to keep pace with your professional  growth.
There is no 'correct' format for a CV and so each person thatyou ask, and each book you refer to, will have differentadvice on content and layout. Employers also have their ownideas and preferences and
whilst it is a challenge to producea CV that will always impress, this is achievable andshould be your goal.
This handout will assist you in the preparation of your teaching CV by providing advice on howto assemble the information needed for good quality content,organise the content for maximum impact, layout the CV sothat it looks professional, and submit a CV by email.
Thishandout also includes a sample CV and Cover Letter.
Making Personal Contact with the Schooland Early Childhood Centre
For most work areas making direct contact with the employer is optional and may even be discouraged, but
in teaching aschool or centre visit, prior to making an application, canbe an important part of the application process
. If theschool or centre is local, try to arrange time for a short visit. Awell-timed, fifteen-minute visit can be sufficient to create a positive impression, view the physical environment andobserve students and staff interactions. After a visit you will be better placed to decide whether to proceed with anapplication.
If a visit is not possible aim for a chat over thephone
with the school principal, head of department, headteacher or supervisor.
Set some objectives for the contact. What is your reasonfor making contact?
Do your homework beforehand and read the ECE
centre’s or school’s ER 
O report and visit their website.
If appropriate provide brief information about yourself  beforehand via email.
If appropriate organise a folder with your CV, academiccertificates and letters of reference to take with you.
Carefully note the name of the person you will bemeeting. Greet your host by name. A handshake andsmall talk establishes rapport.
Re-state the purpose of your visit and keep to the timeyou asked for. Take brief notes.
Thank them for their time. Send a thank you email or card.
Creating Your CV
To develop an effective CV, you needdetailed, reflective information aboutyourself to draw from
. The followingself-evaluation exercise will help you tostart writing down the information youneed and will take at least two hours.
It’s probably best to do it on paper but
you could create a word document andthen copy and paste information from itinto a CV template.
Create a list of allyour education, work, communityand leisure experiences
, leaving plentyof space between each item. Your nexttask is to add the dates for eachexperience and describe briefly, using bullet points, what you did, how youinteracted with anyone else involvede.g. your peers, team members,supervisors or other third parties, skills
you developed and any ‘proudmoments’ or achievements.
At this stage write everything downeven if it seems irrelevant. Not all theinformation collected in your  brainstorming exercise will be used inevery CV you submit but you shouldstore this information as a resource for customising your CV and as a preparation tool for interviews.
Consider where you’ll store this
Victoria CareerHub is available to allstudents and Alumni of VictoriaUniversity and could be an ideal placeto do this. There is more informationin a later section of this handout.
CVs and Cover Letters for New Teachers 2  
 Consider your target audience. Therewill be information that you mustinclude for all teaching roles but youwill also need to
provide informationto
address the responsibilitiesdescribed in the job description.
Asa bonus you can also indicate how youcan add value to the school; for example
most early childhoodcentres expect teachers to contributeto centre activities after hours;secondary schools welcome teachersthat are willing to take on extra-curricular responsibilities such ascoaching a sports team or running ascience club
. Check the schoolwebsite and the ERO report and to seeif there are gaps in the school
s formalor informal curriculum that you couldfill. Although a requirement, it is agood idea to confirm that the ECEcentre or school is willing to supportyou in your professional developmenttowards full NZ Teacher Registration.
 Appropriate headings throughout theCV are essential, as these
 make it easier for the employer tofind the information they require
.There are standard headings that all
CV’s should include
such as
PersonalDetails, Profile, Skills & Abilities,History, Education, and Referees.Profile/Skills & Abilities/Strengths
For certain sectors or roles and for teaching, you may require
additionalheadings such as Teaching Philosophy,
Practicums or TeachingPlacements
, Technical Skills (for technology and science teaching),Achievements, Personal Statement and Career Objective. For this reason CVscan differ tremendously in both their content and headings
It is generally bestto
place information under each heading in 'reverse' chronological order
 which means beginning with your most recent experience. Another good practice is to have the most important information for each section immediatelyunder the heading so that it cannot be overlooked.
Much of the content will be identified through the self-evaluation exercise,however 
reading through relevant job descriptions can also serve as aprompt, reminding you of skills, knowledge and experiences that you mayhave overlooked
or forgotten. The language of CV writing can also be achallenge after years of writing essays. Short sentences and bullet points work  best. You will have 3-
5 pages to ‘impress your reader as a ‘must meet’
candidate. Below are ideas for the sections most commonly included in a CV.
 Personal Detail
 Name and contact details such as phone number, email and home address areessential. Also include citizenship, residency or work visa status,
confirmation of your Provisional Teacher Registration
with the NZTeachers
Board and a
Driver’s Licence.
Other personal details such as date of birth, place of birth, gender, maritalstatus, and nationality are optional and should only used if your applicationwould be advantaged by adding them. Avoid information such as religiousor political affiliations, references to children or health or disability issues,unless there is an advantage in doing so e.g. your children attend a localschool,
you’ve served on a school committee,
or you are applying to anAnglican school and are Anglican.
Including a photograph although alittle controversial can be advantageous
if you have met and impressedteaching staff or a board member at the school. It should be passport size andshow you at your professional best.
Objective / Career Objective 
This section is optional but including it makes your intentions explicit e.g.
To secure a teaching role in a rural primary school where I can gainexperience teaching across relevant year groups and work towards my special interest 
Maori medium teaching and primary mathematics
To secure a secondary education position for February 2011 in which I can refine curriculum expertise in Mathematics and English Literatureand continue my professional development under the supervision of experienced subject teachers. Also keen to contribute to pastoral anextra-curricular activities and can offer coaching experience in water  sports and strong skills in tennis and badminton.
Ideally be specific but also be mindful that you would need to tailor each
to the role being applied for. Your cover letter which accompaniesthe CV is where you will be much more specific about your reasons for applying for the position.
Profile / Skills & Abilities / Strengths 
This section of your CV gives you the chance to highlight your teachingspecific and 'transferable' skills. Short, concise sentences relating to abilities or characteristics you feel confident about and have demonstrated e.g. verbalcommunication skills (a given for teaching), writing skills, ability to mix wellwith others and organisational skills. Evidence of strengths may be drawn fromTE reports, especially comments from associate teachers. List no more thaneight to ten bulleted statements as in the following example:
CVs and Cover Letters for New Teachers 3 
Will complete BA/BTeach inEnglish Studies with Mathematicsin November 2010. Achieved anA-minus grade average.
Awarded Association of University Women Scholarshipand the Rose CameronScholarship in 2010. Alsorecipient of TeachNZ funding for Mathematics.
Worked for eight years in retail,the last three as the Area Manager responsible for eight stores whereI became familiar with andenjoyed working with NZQAframeworks and achievementstandards for the retail sector anddecided to re-train as a teacher.
Have current knowledge of theScience and Maths Curriculum at primary and secondary levels.
Successful classroom basedexperience includes one term as avolunteer classroom assistant andfive assessed placements asrequired by the BTeach Degree.
Have accommodated a range of learning capabilities and styles inthe classroom and value diversity.Speak English and Mandarinfluently. Also speak very basic TeReo
as a result of takingtwo courses last year.
Coached water polo as an assistantcoach for under 15s for 3 years.
Held several successful positionsas a nanny whilst on my overseasexchange.
Teaching Philosophy 
This should be a synopsis of thestatement you will have been requiredto prepare during your programme,reduced to a few brief statements. Youcould then either include the whole TPstatement as an appendix to the CV(academic transcripts and letters of reference can be other appendices) or write
full Teaching Philosophystatement is available on request
I am a motivated teacher
and believe that I have a significant role to playhelping children/students develop the self-understanding, self-esteem andself- reliance that will help them become keen and effective learners, andenjoy respectful and productive relationships with their peers, teachers andothers in their lives.
At the core of my teaching philosophy
is an enthusiasm for exposingchildren/students to experiences and tools that allow them to test their understanding of information, ideas and concepts, strengthen existingcapabilities and encourage new capabilities to emerge.
I am also committed to proactively developing relationships
withchildren/students, parents and carers, and with stakeholders in the wider school community. I hope to become a trusted and useful colleague toother teachers and to support staff at the school.
Education / Academic Achievements 
In this section
list the educational institutions you have attended, dates of attendance and certificates, diplomas or degrees gained
or in progress.Begin with your most recent and highest qualification. If you are a recentgraduate without much work experience, your education may be your mostmarketable asset and you will want to put this section before your work history.
For overseas study experience and qualifications
in addition tohighlighting specific achievements, include a few words about the reputation of the institution you studied at and a weblink (URL) to the appropriate page onthe institution
’s website.
- Under each tertiary qualification, provide highlights of your studiesi.e. relevant paper, papers in which you did particularly well and any other  papers that could make you stand out from other candidates.
Don’t list all
 papers. If appropriate, include a full transcript as an appendix to the CV.Include any academic scholarships, awards or positions of responsibility at theend of this section.
- Don't overlook the significance of this section, particularly if youlack work experience. As you are applying to work in a school, your targetaudience will naturally be interested in where you were educated and may evenhave some knowledge of the school. Include the subjects studied in years 12and 13 plus awards gained and any positions of responsibility you held. If youare an older beginning teacher or have a substantial work history, this sectionmay be unnecessary.
Further Training
- Include any courses, workshops and seminars you haveattended. State the title of the course, its duration, the organising body or institution and any qualification awarded as a result.
Teaching Placements / Practicums 
Include the name of school, its location, the number of weeks the placement lasted, the name of the associate teacher or supervisor (and theschool principal or head teacher if appropriate).
Also include the subject(s) taught, year group or age of the students taughtand each school
s decile rating.
It can be useful to include two or three positive quotes from practicumreports and indicate that the reports are available on request.
Work History 
List your most recent position first and work backwards.
Provide a positiontitle, the dates of employment and the name and location of the employer
.Describe briefly tasks and achievements; bullet points work best. Try to focuson the relevance to teaching of the work or the skills learned - even working onthe checkout at New World develops relevant skills. Never assume that thereader of your CV will have knowledge of the activities associated with the
 jobs you have had or that they will be prepared to ‘read between the lines’

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