Resume Guide for Teachers, Counselors, and Administrators

ESUME

UIDE

Educators, Counselors,

and Administrators

This packet

is intended to serve as a starting point for creating or improving

your education resume in areas of teaching, counseling, and leadership. Included in this

packet are best practices that the Career Center have researched. Information and sample

resumes within this packet are not intended to be taken verbatim. Constructing a resume

is an art, not a science. Make your personal resume unique and stand out by having it

represent you and highlight categories and experiences that best reﬂect your strengths.

TThe resources

this packet highlights are available to all students; take advantage

of the Career Center and the services it provides you.

What to Expect

Education Resume Aesthetics, Content & Editing………..………………………...Page 3

Three necessary components of a great education resume are detailed

Key Elements of a Successful Teacher Resume……………………………………...Page 4

Mandatory vs. optional elements in a successful teaching resume

Key Elements of a Successful Counseling Resume……………..…………………...Page 5

Mandatory vs. optional elements in a successful counseling resume

Key Elements of a Successful Leadership Resume……………………………….....Page 6

Mandatory vs. optional elements in a successful leadership resume

Poor Resume Example………………………………….……………………………..Page 7

Details common mistakes of a teaching resume

Transferable Skills & Action Verbs…………………………………………………....Page 8

A comprehensive list of transferable skills and action verbs that have potential in a teaching resume

Constructing a Proper Achievement Statement (bullet point)………………………Page 9

Creating a bullet point stress you out? Here is a fool proof way to construct a proper achievement statement.

Buzz Words…………………………………………………………………………..Page 9

Answer the question, ―What are buzz words and how should they be used in a resume?‖

Education Resume Samples...……………………………………………………Pages 10-23

These should not be viewed as a template, yet as examples you can look to for ideas and guidelines.

Career Center Teaching Resume Resources……………………………………… Page 24

The career center is here to help. Check out the career advising, workshops and other resources we offer!

Education Resume Aesthetics, Content & Editing

Writing an Education Resume is an art, not a science. There is no one correct way to formulate your resume, but

there are some best practices and standards that the Career Center recommends. Stand out from the crowd with

high quality content and a clearly written, error-free document. Education Resumes need to be aesthetically

pleasing, dense with relevant content and properly edited.

Aesthetics: Always remember to have a classic, professional resume. This includes the font choice, consistency,

an appropriate amount of white space, length and overall appearance of the resume. Although the field of

Education is a creative and innovative profession; an education resume should be professional. Professional

means there should not be any pictures, colors or exaggerated designs on your resume. Those within the

education field could potentially overlook you as potential candidates if your resume has poor aesthetics and is not

professional.

Content: While aesthetic mistakes can take you out of the running for a position, the content of the resume is

what will make you stand out from the crowd. Experiences you choose to include in your education resume

should be the most relevant to your target audience. Accomplishment statements are intended to expand on your

relevant experience and highlight your expertise. Look to page 9 for more advice on accomplishment statements.

Editing : Editing is a necessary component of resume writing that is often underutilized. Editing is where you

and others assure that content is accurate and aesthetics are clear. Have as many people proofread your resume as

possible and stop by the Career Center for an extra set of eyes! Look to page 24 for detail of Career Center

services and workshops specifically for Teachers!

 Reverse Chronological Order: Within each section on the resume, your experience must go in reverse

chronological order, meaning from new to old.

 Accomplishment Statements (Bullet Points): Eliminate the pronoun ―I‖ at the beginning of each bullet

point as this is assumed. Avoid introductory and wind-up phrases such as ―My duties included...‖ and ―My

responsibilities were…‖ . Describe achievements, rather than listing duties, quantify outcomes whenever

possible, and be sure to highlight your proficiency in teaching and transferable skills. More description on

Accomplishment statements can be found on page 9.

 Length: With rare exceptions, new teachers and counselors should keep their resume to 1 page. If you

have difficulty narrowing down your resume, consider removing elements that are not closely related to

your field; Ask yourself, ―Will this experience enhance and support my future in teaching or counseling?‖

For seasoned professionals, resumes can extend beyond a page but it is recommend to stay to two pages.

 Margins: Make your resume visually attractive by using an appropriate amount of whitespace to allow the

reader’s eye to rest. Using .8 inch to 1.5 inch margins is standard practice.

 Font: Use a professional font that is easy to read. Times New Roman, Arial, and Courier New are good

choices. A 10-12 point font size is recommended.

 Consistency: The formatting of a resume needs to be consistent. For example, if you choose to bold a job

title, make sure you bold every job title. Also, make sure that everything lines up neatly on the page.

 Accuracy: Your resume, and all other job search materials, must be 100% error free. Be sure to carefully

read through your resume, checking grammar, spelling, and punctuation. Editing a resume can always use

another set of eyes; have as many people proofread it as possible, and, come to the Career Center!

 Paper Quality: Use a high quality paper stock (24-32 lb, 25% cotton fiber, 8-1/2 x 11) when mailing your

resume or bringing one to an interview. Use the same paper for cover letters and thank you letters. White,

ivory, or light grey are good choices.

Key Elements of a Successful Teacher Resume

Mandatory Elements

These elements need to appear on every teaching resume.

Identification

Needs to include your first and last name (should be the largest font size, but not too oversized to look out of place), contact

information : phone number, professional email address, and your street address, city, state & zip code

Licensure

List Professional Educator License and endorsements you expect to receive with regard to specific area and grade levels: Early

Childhood , Elementary, Secondary, Special Education , Physical Education, World Languages, K-9, K-12, etc. Also list any

middle grade endorsements you will receive.

Example: Professional Educator License (PEL)

Elementary Self-Contained endorsement for grades K-9, expected July 2014

Middle Grade Level expected in Language Arts

Education

Institution, City, State (Expected) Graduation Month Year

Write out the full name of your (expected) degree; also list Minors and Concentrations

*Please note that all degrees are written in singular, for example: Bachelor of Arts in Elementary Education

GPA: 4.0/4.0 (it is recommended that you include your GPA if it is 3.0 or higher)

Other possible information to include: Study Abroad, Relevant Coursework, or Academic Awards and Honors

Experience

Experience is mandatory and the heart of any teaching resume; however, it can be represented in a variety of ways. Choose

the most rich, concrete, relevant teaching experiences to put on your resume. Keep in mind that after each experience, there

will be bullet points (accomplishment statements) detailing your experience more fully. Refer to page 9 for more advice on

creating an accomplishment statement. Important Note: within each section, experiences are to be listed in reverse chrono-

logical order.

Teaching Experience (Student Teaching)

Student teaching is your most relevant teaching experience directly out of college. Therefore, it will directly follow the educa-

tion section and take up the most amount of space on a teaching resume directly after college. Include specific lesson plans,

classroom management skills and teaching styles that make you unique. Refer to page 9 to find out more about creating a

proper accomplishment statement.

Teaching Related Experience

Highlight paid or unpaid experiences though which you have gained teaching related skills. Examples include, but are not

limited to: camp counselor, tutor, coach and nanny.

Example: Nanny, Smith Family, Chicago, IL March 2008-Present

Interactive Field Experience

Focus on a select few experiences in which you played an active role in the classroom with students.

Example: Washington Elementary School, 2nd Grade, Chicago, IL September 2009– October 2009

Work/Professional Experience

Principals will be most interested in your teaching experience; however, you may include skills obtained for another industry

that are transferable to a classroom. For example, training, collaborating or mentoring.

Optional Elements

These are other options to include on your resume:

Volunteer Experience, Leadership Experience, Honors, Extracurricular Clubs/Activities, Special Skills and

Interests, Study Abroad/Service Trips, Professional Development and Memberships

Key Elements of a Successful Counseling Resume

Mandatory Elements

These elements are important to include on your counseling resume.

Identification

Needs to include your first and last name (should be the largest font size, but not too oversized to look out of place), contact

information : phone number and professional email address, and your street address, city, state & zip code

Licensure

For School Counseling Candidates: List your Professional Educator License with an endorsement in school counseling.

For Community , School Counseling, and College Student Development: If you are also pursuing your Professional

Counseling Licensure (LPC); this should be noted and the expected date

Example:

Professional Educator License (PEL), expected June 2013

 School Counselor, prekindergarten through grade 12

Illinois License Professional Counselor (LPC), expected August 2013

Education

Institution, City, State (Expected) Graduation Month Year

Write out the full name of your (expected) degree; also list Minors and Concentrations; Always most recent degree to past.

Please note that all degrees are written in singular; For example: Master of Education, Concentration School Counseling

GPA: 4.0/4.0 (it is recommended that you include your GPA if it is 3.0 or higher), Academic Awards/Honors

Experience

Experience is mandatory and the heart of any counseling resume; however, it can be represented in a variety of ways. Choose

the most rich, concrete, relevant counseling experiences to put on your resume. Keep in mind that after each experience,

there will be bullet points (accomplishment statements) detailing your experience more fully. Remember to contextualize eve-

rything or ―prove it‖ so to speak with specific experiences and results or objectives.

Important Note: within each section, experiences are to be listed in reverse chronological order and refer to page 9 for more

advice on creating an accomplishment statement.

Counseling Experience

Counseling experience should reflect your practicum experience and other direct counseling experience that you may have had

prior to your program. It should directly follow the education section and take up the most amount of space on a counseling

resume. It is important to reflect and articulate experiences with regard to: Population you served, Resources developed in

school/organization, multiple roles you have had, area of specialty/focus, and key accomplishments. Include direct support

services of your population, individual and group counseling, program development, special events, collaborations, policy/

resource implementation, initiatives introduced, community outreach, crisis intervention, assessments, focus of treatment/

interventions, specific resources, theoretical orientations, etc..

Related Experience

Highlight paid or unpaid experiences though which you have gained counseling elated skills. Be careful not to add experienc-

es that would otherwise be transferrable and in a non-counseling area. Examples include, but are not limited to: mentoring,

peer advising, advocacy, research, outreach, coordination, etc.

Example: Volunteer, National Runaway Safeline, Chicago, IL March 2008-Present

Work/Professional Experience

Employers will focus on your counseling and related experience; however, you may include skills obtained for another indus-

try that are transferable to a school or community setting. For example, training, collaborating, management, research, organi-

zation, etc. Think about the most salient, riches experiences to streamline application to counseling role for this section.

Optional Elements for Your Resume

Think about other elements that can add value and distinction to your resume such as these areas:

Summary of Qualifications, Professional Development and Memberships, Research Experience,

Professional Skills and Interests, Volunteer Experience, Relevant Coursework, Special Projects

Key Elements of a Successful Leadership Resume

Mandatory Elements

These elements need to appear on every teaching resume.

Identification

Needs to include your first and last name (should be the largest font size, but not too oversized to look out of place), contact

information : phone number and professional email address, and your street address, city, state & zip code

Licensure

List Professional Educator License and endorsements you expect to receive with regard to specific area and grade levels:

Example: Professional Educator License (PEL)

General Administrative, kindergarten through grade 12

Elementary Education (Self Contained General Education), Kindergarten through grade 9

General Science, middle—grade 5 through grade 8

Education

Institution, City, State (Expected) Graduation Month Year

Write out the full name of your (expected) degree; also list Minors and Concentrations

*Please note that all degrees are written in singular; for example: Master of Education in Educational Leadership.

Experience

Experience is mandatory and the heart of any leadership resume. As a seasoned educator, it is also important to note all of

the extended experiences you have had beyond the classroom in professional committees, professional development, commu-

nity outreach, etc. Keep in mind that after each experience, there will be bullet points (accomplishment statements) detailing

your experience more fully. Results, notable benchmarks, and objectives will be important to highlight when appropriate in

your accomplishment statements. Refer to page 9 for more advice on creating an accomplishment statement. All experiences

in each section should be in reverse chronological order on your resume (new to older experiences).

Summary of Qualifications

It can be helpful to the reader to gather a snapshot of your key competencies or areas of expertise. This section can be a bul-

leted list of overarching areas that demonstrate your leadership experience. Such as: curriculum development, advanced teach-

ing and training, instructional leadership and coaching, strategic planning, community engagement, grant writing, etc.

Leadership Experience

This section can be useful to highlight your leadership practicum, committees you have led or participated in, department

chair, dean, specialist positions, school wide coordinator roles, district planning roles, etc. Think about key areas such as: in-

structional leadership, school improvement plans, strategic planning, budgeting, accountability, curriculum development, poli-

cy implementation, assessment, recruitment and training, cultivation of school culture, community outreach, partnerships with

stakeholders, etc. Remain consistent with format and flush out key experiences in the form of achievement statements and

specific content.

Example: Education Leadership Practicum, Mather High School, Chicago, IL. June 2013-September 2013

Chair, Instructional Leadership Team, Mather High School, Chicago, IL. August 2010-Present

Teaching Experience

Focus on key initiatives, strategies you implemented, projects, collaborations, participation in grade and content level teams,

technology introduced in instruction, date driven instruction, support of specialized populations, other relevant accomplish-

ments as an educator. As a seasoned teacher, you can omit your years as a student teacher and observation hours.

Example: Math Teacher, Washington Elementary School, Chicago, IL September 2006– October 2013

Professional Development and Memberships

Highlight specific professional development or trainings you have led, conferences/workshops you have attended with regard-

ing to best practices in key areas, professional affiliations, etc.

Optional Elements

Community Service, Professional Experience (non-teaching), Research, Publications, Awards, Skills

Poor Editing:

 Missing dates and loca-

tions, such as for ex-

pected certification

 Not an easily readable

resume

Poor Aesthetics:

 Bolding, italics and lines too busy

 Inconsistency in text and format

 Improper use of bullet points

 Incomplete content in many places



POOR RESUME SAMPLE

JAMES WALTON

2261 N. Broadview Apt 21 Email: j.wal[email protected]

Chicago, IL 60615 Cell: (773)885-7142

Poor Content:

 Accomplishment statements are not unique to teaching candidate

 Skills should be the last section on a resume and exemplify some-

thing more than basic computer knowledge

CERTIFICATION

Secondary Licensure , Expected

EDUCATION

Masters of Science in Education, DePaul University, Chicago, IL, expected November 2009

GPA: 4.0

Bachelor’s of Science in Chemistry, University of Illinois at Urbana-Champaign, May 2006

TEACHING RELATED EXPERIENCE

Tutor, Lincoln Park High School, Chicago, IL, September 2007 - December 2007

Tutored students in various subjects

INTERACTIVE FIELD EXPERIENCE

Gage Park High School, April-May 2007

Assisted teachers with projects

Assisted students in an inclusion course

Assisted students in a self-contained classroom with their final project

Walter Payton College Prep, September-October 2007

Assisted teacher with supervision of laboratory projects

Helped students in laboratory projects

Helped to refine students’ laboratory techniques and critical thinking skills

Worked with small groups of students to aid comprehension of advanced chemistry concepts

SKILLS and interests

Proficiency in Microsoft Word, Excel, and Powerpoint

HONORS AND SPECIAL ACCOMPLISHMENTS

Educational:

 Illinois Future Teachers Corps Scholarship, 2007-2008

 Dean’s List, University of Illinois at Urbana-Champaign, Spring 2006

 National Dean’s List, 2003-2004

Brighton Arts Camp attendee: Summers 1998, 1999, 2000, and 2001 (Piano major)

Community:

Alpha Phi Omega, Alpha Alpha chapter (a co-educational service fraternity)

Personal Interests:

 Piano (performance—18 years, accompaniment—9 years, chamber music—6 years)

ACTION VERBS

Beginning each bulleted accomplishment statement with a strong action verb helps to highlight your successes and allows a

reader to get a sense of your skills by scanning the page prior to reading each individual bullet point. It is a good idea to vary

the action verbs on your resume in order to appeal to different audiences. Below is a list of verbs to help get you started.

TRANSFERABLE SKILLS

Transferable skills are those that can be applied in multiple work settings. Consider incorporating them, in addition to those

that are specific to your intended career field, by providing examples of when you have successfully used them in your bullet-

ed accomplishment statements. Some examples of transferable skills include the following:

HUMAN RELATIONS

Advising

Assisting

Counseling

Empathizing

Facilitating

Guiding

Listening

Motivating

Representing

Serving

MANAGEMENT

Communicating

Consulting

Coordinating

Delegating

Directing

Evaluating

Leading

Negotiating

Persuading

Planning

CLERICAL

Bookkeeping

Classifying

Collecting

Compiling

Computing

Examining

Filing

Organizing

Recording

Word processing

COMMUNICATION

Editing

Explaining

Influencing

Interpreting

listening

Mediating

Promoting

Speaking

Translating

Writing

PUBLIC RELATIONS

Conducting

Consulting

Informing

Planning

Presenting

Promoting

Representing

Responding

Researching

Writing

PROBLEM SOLVING

Analyzing

Appraising

Diagnosing

Examining

Executing

Planning

Proving

Reasoning

Recognizing

Validating

RESEARCH

Assessing

Calculating

Collecting

Diagnosing

Evaluating

Examining

Extrapolating

Interviewing

Investigating

Synthesizing

TECHNICAL

Adjusting

Aligning

Assembling

Drafting

Engineering

Installing

Observing

Operating

Programming

Repairing

TRAINING

Adapting

Communicating

Demonstrating

Enabling

Encouraging

Evaluating

Explaining

Instructing

Planning

Stimulating

CREATIVE

Designing

Developing

Establishing

Illustrating

Imagining

Improvising

Inventing

performing

Revitalizing

Visualizing

FINANCIAL

Accounting

Administering

Allocating

Auditing

Balancing

Calculating

Forecasting

Investing

Projecting

Transferable Skills & Action Verbs

Achieved

Acted

Adapted

Adjusted

Administered

Advanced

Advised

Altered

Analyzed

Appraised

Arranged

Assembled

Assessed

Audited

Balanced

Budgeted

Built

Calculated

Calibrated

Categorized

Charted

Classified

Coached

Collected

Combined

Communicated

Compiled

Composed

Computed

Conducted

Configured

Consolidated

Constructed

Evaluated

Examined

Executed

Expanded

Expedited

Facilitated

Filed

Filled

Forecasted

Formulated

Fostered

Fulfilled

Gained

Gathered

Generated

Grew

Guided

Handled

Headed

Hired

Identified

Illustrated

Implemented

Improved

Increased

Influenced

Informed

Initiated

Inspected

Installed

Instituted

Instructed

Consulted

Contrasted

Controlled

Converted

Convinced

Coordinated

Counseled

Counted

Created

Cultivated

Decided

Decreased

Defined

Delivered

Demonstrated

Designed

Detected

Determined

Developed

Devised

Diagnosed

Differentiated

Distributed

Documented

Doubled

Drafted

Edited

Eliminated

Encouraged

Engineered

Enhanced

Ensured

Established

Estimated

Integrated

Intended

Interviewed

invented

Investigated

Launched

Lectured

Led

Liaised

Logged

Maintained

Managed

Manufactured

Marketed

Measured

Mediated

Mentored

Migrated

Minimized

Monitored

Motivated

Negotiated

Obtained

Operated

Orchestrated

Ordered

Organized

Originated

Oversaw

Performed

Persuaded

Planned

Posted

Prepared

Prescribed

Presented

Priced

Processed

Produced

Promoted

Proposed

Protected

Provided

Purchased

Realized

Received

Recommended

Reconciled

Recorded

Recruited

Redesigned

Reduced

Referred

Removed

Reorganized

Repaired

Reported

Represented

Researched

Resolved

Restructured

Revamped

Reviewed

Revised

Revitalized

Routed

Scheduled

Selected

Separated

Served

Serviced

Set up

Simplified

Sold

Solved

Specified

Started

Strategized

Streamlined

Strengthened

Studied

Summarized

Supervised

Supplied

Supported

Tested

Tracked

Trained

Transformed

Translated

Troubleshot

Updated

Upgraded

Verified

Weighed

Wired

Won

Constructing an Achievement Statement (Bullet Point)

Under each position you have on your resume, list bulleted accomplishment statements. These statements should ex-

plain what you did in the position, how you did it and the results of your actions. The skills you feel you have gained

from your teaching related experiences should be represented through your accomplishment statements. Brainstorm

each experience/position and create bullet points unique to you.

Bullet Point “Formula”

Action Verb + Example + Result

Action Verb: Always begin a bullet point with an action verb. Use a variety of action verbs to show

the variety of skills you have.

Average Bullet Point with Action Verb

 Tutored an eighth grade student

Example: Give specifics as to what you did at that position. This will make you unique.

Better Bullet Point with Action Verb and Example

 Tutored an eighth grade student in pre-algebra

Result: State what you achieved from your example; what was the purpose of you doing what you did?

Perfect Achievement Statement with Action Verb, Example and Result

 Tutored an eighth grade student in pre-algebra, using teacher’s curriculum to raise her grade from a C to B+ over the

course of a year

Buzz Words

These are words you should be familiar with going into a teaching career. Buzz words are extremely effective when used

in moderation on a resume and with direct examples to support their claim. Reflect on any teaching specific language

and resources which you have utilized in your teaching. Below is a list of potential buzz words to include on a resume.

Multi-cultural instruction

Team teaching

Student Centers

Critical thinking

Literacy (Literature) circles

Guided reading

Differentiated instruction

Modified instruction

Interactive exercises

Interdisciplinary learning

Common Core

RAMP Training

Solution Focused Approach

IMPACT/Gradebook/First Class

Response to Intervention (RtI)

Cooperative Learning

Balanced Literacy

IEP (Individual Education Plan)

ESL/ELL Students

Developmentally appropriate practice

NWEA formative assessments

Silva E. Lennon

2266 South Racine silva.lennon@gmail.com

Chicago, IL 60624 (312) 223-7115

_____________________________________________________________________________________________

LICENSURE

Professional Educator License (PEL), expected June 2008

English Language Arts, senior HS—Grade 9 through grade 12

Language Arts, middle school—grade 5 through grade 8

Social Sciences, middle school—grade 5 through grade 8

EDUCATION

DePaul University, Chicago, IL, June 2009

Bachelor of Arts, Secondary Education English; G.P.A. 3.3/4.0

TEACHING EXPERIENCE

Substitute Teacher, Grace Community School District 220, Chicago, IL Winter 2008-2009

 Requested as a substitute teacher by numerous teachers in Grace Middle School

 Maintained order in the classroom by efficiently executing lesson plans left by the teacher.

 Applied the necessary teaching strategies to use in classrooms with various skill levels.

Student Teacher, Grace Middle School, Seventh Grade English, Chicago, IL Fall 2008

 Prepared lessons independently for ten weeks based on the BMS English curriculum.

 Collaborated with the seventh grade team by developing various PowerPoint presentations and lessons.

 Encouraged knowledge of current events by creating a one-week unit plan based upon the 2008 Presidential Election

using cooperative grouping.

 Manipulated student cooperative groups according to average scores on the MAPS tests.

 Used differentiated instruction and both formative and summative assessments to evaluate student work.

 Designed various cross-curriculum warm-up activities to enhance connections between school subjects.

 Played an active role during parent-teacher conferences, and updated parents regularly on their child’s progress in the

classroom. Also received excellent personal feedback from the parents of my students.

 Graded student’s expository essays according to the ISAT rubric.

 Assisted the cheerleading coaches during try-outs, and acted as a mentor for the girls.

Teaching Assistant, Franklin Middle School, Sixth Grade, Romeoville, IL Winter 2007-2008

 Implemented lessons developed by a cooperating teacher in a sixth grade language arts, reading, and social studies

classroom, and managed a classroom of over thirty students.

 Assisted in instructing a special needs student in developing reading and writing skills.

 Taught a lesson independently on the process of making inferences while reading.

Teaching Assistant, Grove Ridge High School, Grades 9-10, Glen View, IL, 2003-2004

 Obtained field experience through a high school Child Development class containing a Pre-School lab.

 Developed a curriculum which fostered student’s creativity and critical thinking in thematic units.

 Encouraged student improvement by sending weekly progress reports home to parents.

TEACHING PREPARATION

 Observed use of Smart Boards in mathematics and English courses.

 Participated in Compass Learning training, and guided students to use this resource available to them.

 Collaborated with teachers during a seminar on how to integrate affective grouping strategies in class.

AWARDS & ACTIVITIES

National Society for Collegiate Scholars 2004- Present

Zeta Zeta Sorority Member 2005- Present

Dean’s List 2005-2008

Zeta Zeta Executive Board Member 2005-2006

SPECIAL INTERESTS Eager to participate in extracurricular activities such as cheerleading, cross country, and track and field.

SAMPLE : Secondary

Joseph Willams

204 W. Plainview Avenue, Chicago, IL 60610 ∙ (773) 238-8112 ∙ jwilliams@yahoo.com

LICENSURE

Professional Educator License (PEL), expected April 2008

 Elementary Education (Self-Contained ) kindergarten through grade 9

 Mathematics and Social Sciences, middle school—grade 5 through grade 8

EDUCATION

DePaul University, Chicago, IL

Bachelor of Science in Elementary Education, Concentration in Mathematics, March 2008

TEACHING EXPERIENCE

Hawthorne Scholastic Academy, Chicago, IL

Student Teacher, October 2007-January 2008

6th, 7

(Pre-algebra), 8

(Algebra) Mathematics

 Continuously taught, reflected, and modified skills by providing students with original homework assignments, review

packets, and assessments

 Employed “problem of the day” to reinforce previously taught skills, prepare students for ISAT, and encourage making

connections across the curriculum

 Implemented review activities as class began to utilize each available teaching minute

 Adapted lessons for advanced students and students with learning, and hearing disabilities

 Facilitated open tutoring Monday through Thursday mornings for any student who needed extra help

6th Reading

 Strengthened comprehension skills such as making connections and predictions, and asking questions

 Encouraged critical thinking as well as targeted ISAT skills through stimulating discussions, purposeful journal writing,

and focused essay writing

 Created various original assessments for each text in the curriculum

6th Social Studies

 Aided in the production of a play based on The Canterbury Tales which was an interdisciplinary unit encompassing his-

tory, reading, art, dance, and music

 Created focused lessons on note taking skills and developed original assessments

 Participated in school wide geography bee

TEACHING-RELATED EXPERIENCE

DePaul University’s Career Center, Chicago, IL

Peer Career Advisor, February 2005-Present

 Utilize strong advising skills by critiquing students’ resumes as well as providing interviewing tips, job search strategies,

helping with online resources and facilitated career resource workshops

 Train new front desk staff, new Peer Career Advisors and identify mentorship techniques

Bakerson Family, Chicago, IL

Childcare Provider, March 2006-Present

 Introduced games and story hour which encouraged comprehensive, problem-solving, and vocabulary.

VOLUNTEER EXPERIENCE

Boys and Girls Club of Chicago, Chicago, IL

Volunteer Mentor at Jahn Elementary Club, 2005 and 2006 Academic Years

 Developing a long lasting relationship with a mentee by creating a safe and positive

environment and identifying the importance of character and healthy living weekly.

 Emphasizing the importance of education and learning by tutoring and ensuring all homework is finished by the end of

each meeting.

 Awarded 2006 Mentor of the Year at the Jahn Elementary Club.

SAMPLE : Elementary

ROSE AMELIA HUNTER

2231 N. Sterling Road. Apt. #2  Chicago, IL 60614

rhunter@aol.com  773.457.3356

Licensure

Professional Educator License (PEL) Expected June 2010

 Early Childhood Education, birth through grade 3

 Self Contained General Education, birth through grade 3

Education

DePaul University, Chicago, IL, June 2010

· Master in Early Childhood Education, Overall GPA 4.0 / 4.0; graduated with Summa Cum Laude honors

· Phi Kappa Phi Honors Society– recognizing outstanding academic excellence in all disciplines

· Golden Key International Honor Society– recognizing outstanding scholastic achievement

Smith University, Denver, CO, December 2008

· Bachelor of Arts in Communication; minor, Sociology, Overall GPA 3.6 / 4.0; graduated with Cum Laude honors

· Lambda Pi Eta Honor Society – recognizing outstanding academic achievement in communication studies

Smith University Study Abroad Program, Ireland, Summer 2007

· Studied Irish history, culture and literature and traveled extensively throughout Ireland

Teaching Experience

Special Needs Teacher Associate, Williams Middle School, Lombard, IL, Spring 2010- Present

· Worked one on one with 6

and 8

grade students that have a variety of special needs

· Collaborated with all students teachers in order to assist with comprehension and differentiation

· Served as a mentor and mediator for students with special emotional and behavioral needs

· Assisted students during regular class time in order to ensure their understanding of the daily lesson

· Participated in team meetings in order to collaborate on lesson plans and assess student progress

Student Teacher, Sandberg School, Grade 1, Chicago, IL. Winter 2010

· Maintained classroom management using a daily bell ringer, solid agenda, prompts and one on one check-ins

· Participated in the School Improvement Plan during Professional Development staff meetings

· Collaborated with a translator to communicate with parents about student progress and behavior

· Assessed student learning formally and informally using a variety of assessments and grading rubrics

· Implemented student activities and projects using collaborative and individual learning approaches

· Worked one on one after school with special needs students to assist with lesson comprehension

Student Teacher, Smith Fine Arts Academy, Chicago, IL, Winter 2010

 Planned lessons for children ages 3-5 years old, including fire safety using Safe Play! kit which encouraged safety skills, vocabulary,

and group interactions.

 Utilized the Creative Curriculum which included weekly physical changes to the classroom environment and family/community in-

volvement.

 Coordinated 10 educational field trips for school year to places such as the Navy Pier Children’s Museum and Field Museum.

 Led students in creating ―My Stories‖ books which included self-portraits and family narratives.

Activities & Interests

 National Council of Teachers of Mathematics, Member, 2007– present

 Smith University Office of Summer Sessions, Counselor, 2002

o Organized educational activities for children at summer program teaching writing and basic computer skills

 Celebrate Literacy Program, Volunteer, 2007-2008

 Over 8 years of volleyball and softball experience and interested in coaching and extracurricular clubs

SAMPLE : Early Childhood

SAMPLE 1 – School Counseling Resume

Grace Atlas

5521 N. Woodview Avenue #1k * Chicago, IL 60640 * gatlas@hotmail.com * (773) 525-2233

LICENSURES

Professional Educator License (PEL), Expected June 2013

 School Counselor, prekindergarten through grade 12

Illinois License Professional Counselor (LPC), expected August 2013

EDUCATION

Master of Education in Counseling – Concentration in School Counseling, June 2013

DePaul University, Chicago, Illinois, G.P.A. 3.9/4.0

Bachelor of Arts in Communication, Minor in Sociology, December 2003

University of Wisconsin-Milwaukee

PROFESSIONAL COUNSELING EXPERIENCE

Ogden Elementary School, Chicago, IL., September 2012 – Present

Counseling Intern

Individual, Group, and Classroom Guidance Counseling

 Counsel students in grades K through 8, using solution-focused and person-centered approaches, to

address issues such as academic performance, social skills, self-esteem, and attendance.

 Advise and assist numerous students in short-term crisis situations such as bullying, friendship issues,

conflict resolution, and classroom behavior issues.

 Direct and co-lead weekly boys group that targets anger management, social skills, academic issues,

behavioral issues, self-esteem, and conflict resolution training.

 Aided with the planning and facilitation of Ogden Elementary High School Information Night.

 Educate eighth grade students about career awareness, high school options and scholarships

 Delivered an Anti-Bullying curriculum for grades 4 through 8 focusing on topics such as bullying

defined, conflict resolution, sexual harassment, school policy on reporting and discipline, role of the

internet in bullying, how to handle bullies, and alternative behaviors for bullies and victims.

 Facilitated 2008 ISAT testing at Ogden Branch for teachers and students for a two-week period.

Case Management and Special Education, Individualized Education Plans (IEP’s), and Section 504

 Participate in and run weekly team meetings for Initial and Annual IEP’s, School-Based Problem

Solving, Domain, non-attending, and speech-only meetings. Discuss student classroom performance

and behavior as input to target individual, group, and overall student counseling needs.

DePaul University Career Center, Chicago, IL., 2011 - 2012

Peer Career Advisor

 Advise students and alumni on resume writing, job-search skills, professional correspondence, career

and company research, graduate school research and application process, and interviewing tips.

 Promote services through outreach presentations to on-campus groups, classes, and career workshops.

 Assist with online recruiting system, on-campus recruiting, job listings, and on-campus employment.

WORK HISTORY

Guaranteed Rate, Inc., Chicago, IL – VP of Corporate Recruiting January 2009 – November 2010

Hatch Staffing Services, Milwaukee, WI – Staffing Consultant January 2008 – January 2009

Professional Development

Membership in American Counselor Association (ACA)

Membership in American School Counselor Association (ASCA)

Skills Proficient in Microsoft Office, IMPACT, OneRoomSoftware, and Oracle

SAMPLE2–SchoolCounselingResume

Amelia Charlotte Hart, M.Ed.

[email protected] - 7721 N. GROVE, CHICAGO, IL. 60625 - (312)332.5027.

LICENSURES

Professional Educator License (PEL)

 School Counselor, Prekindergarten through grade 12

Illinois Professional Counselor License (LPC)

EDUCATION

DePaul University, Master of Education in Counseling, Concentrations of School and Community, Chicago, IL. 2008-2011

 GPA - 4.00/4.00

 Type 73-certified, LPC qualified pending examination

University of Minnesota, Bachelor of Science in Human Development and Family Studies, Minneapolis, MN. 2003-2007

COUNSELING EXPERIENCE

Rogers High School, Professional School Counselor (counseling intern, 2010-2011) Chicago, 2011-2013

 Led senior and freshmen grade level meetings – analyzed attendance, grade and discipline data to select and

administer appropriate universal, targeted and individual interventions

 Served on CARE team, which directs students to appropriate small groups and social-emotional support and

interventions; led LGBT support, CBITS (cognitive-behavioral trauma) and Think First (anger management) groups

 Used qualitative and quantitative data to assess effectiveness of Tier 1 and Tier 2 interventions and shared these

results with administrators, staff, parents and students

 Acted as school-wide Testing Coordinator and elected as Associate Union Delegate

 Served in multiple extra-curricular leadership roles, including head freshman/sophomore women’s basketball coach,

gay-straight alliance advisor and student council faculty liaison

 Conducted parent meetings in Spanish and developed conversational Spanish skills, including reading and writing

 Worked with Logan Square Neighborhood Association, BUILD, City Year and other key community stakeholders to

develop programming and interventions for students

RESEARCH AND ADVOCACY EXPERIENCE

Social/Emotional Fridays – Anti-bullying Campaign, co-creator Chicago, 2011-present

 Used freshman needs assessment data to spearhead a student-led, anti-bullying campaign

 Presented “Social-Emotional Fridays” at CPS Counselor swap (Dec. 2011) and Illinois School Counseling Association

Annual Conference (March 2012)

Closing the Gap at Rogers High School: A student-led anti-bullying initiative Chicago, 2010-present

 Developed curriculum for a socio-educational anti-bullying task force, which met weekly during quarter four to

address relational issues at Rogers High School

 Presented the qualitative and quantitative data from this project at the DePaul University Counseling and Special

Education Poster Conference (May 2010), Illinois Safe Schools Alliance (ISSA) Summer Institute (June 2011 and

2012), ISSA Youth Summit (Nov. 2011), National Safe Schools Roundtable (Nashville, Nov. 2011)

 Gained recognition for work around bullying and was invited to speak as a special guest on the Chicago Bar

Association’s television program “You and the Law” (Dec. 2011)

DePaul University Chicago, 2010-present

 Researching the effectiveness of K-8 counseling with Dr. Erin Mason, focusing on the disparities between counselor

roles and duties, presented at American School Counselor Association Conference (Minneapolis, June 2012)

 Presented “Addressing Anti-LGBTQ Bullying in Schools” on behalf of the Illinois Safe Schools Alliance to graduate

level counselors-in-training (July 2013)

 Helped facilitate Alternative Schools Colloquium in conjunction with the Career Center (February 2012)

DePaul University Office for Teaching, Learning & Assessment,

Graduate Student Manager – Supplemental Instruction (SI) Chicago, 2008-2011



 Researched current trends in collaborative learning in order to train and manage undergraduate peer leaders

 Created the Peer Educational Achievement Council and served as co-facilitator of the council, which fostered

community among SI leaders and improved functionality of the SI program

 Co-developed an Undergraduate Teaching Assistant pilot program for Spring 2011 in TCC 502

 Analyzed and organized all relevant program data and worked with TLA director to write, publish and present data

at Association of Institutional Research annual conference (Montreal, March 2011)

MEMBERSHIP AFFILIATION

 American Counseling Association (ACA)

 American School Counselor Association (ASCA)

 Association for Lesbian, Gay, Bisexual and Transgender Issues in Counseling (ALGBTIC)

 Chi Sigma Iota (CSI)

o Served as the school counseling representative on DePaul University’s executive board (2008-2011)

 Illinois School Counseling Association (ISCA)

PROFESSIONAL DEVELOPMENT

 Attendee: Illinois Safe Schools Alliance Youth Summit/GSA Advisor Workshops, 2012

 UMOJA Student Development Corporation Training, Anti-Bullying Training (CPS) 2012

 Calm Classroom Training, Youth Guidance, 2012

 Cognitive Behavioral Interventions for Trauma in Schools (CBITS) Training, 2011

 Counselor Connection Workshop on Advocacy at the Center on Halsted, 2011

 Building Safe Schools Seminar at the Center on Halsted, 2010

 Children Impact Seminar: Social/Emotional Learning Standards, 2010

 Peer Educator Advocacy Conference, New York, 2010



SAMPLE1–CommunityCounselingResume

Michael Harris

2933 N. State Rd • Chicago, IL 62544 • (773)332-5422 • m[email protected]

Licensure

Illinois Licensed Professional Counselor (LPC), August 2013

Education

DePaul University- Master of Education in Community Counseling, Spring 2013

University of Chicago- Bachelor of Arts in Cognitive Psychology, December 2009

Counseling Experience

Alexian Brothers Behavioral Health Hospital, Hoffman Estates, IL, August 2011- June 2012

Counselor and Case Manager- Intern

 Participated in weekly seminars with topics surrounding the assessment and treatment of individuals

meeting criteria for Axis I and Axis II diagnosis within a CBT framework

 Admitted patients to the adult partial hospitalization program through clinical interviewing, assessment

and treatment planning

 Conducted case management for consistent 2 patient case load

 Provided individual and group therapy for adults struggling with Axis I and Axis II disorders

 Co-facilitated psycho-educational lectures on addiction, grief and loss, stress management, assertive

communication, cognitive distortions and relapse prevention

 Presented cases in weekly clinical staffing to senior clinical staff and psychiatrists

 Maintained client progress notes for intensive review and continuity of care

 Collaborated with various outpatient community outreach services to support clients with transitions

Center on Halsted, Chicago, IL, July 2010- January 2011

Volunteer

 Served as volunteer for 2011 Out for Work Conference and representative of Center on Halsted

 Collaborated with staff members to develop a plan for SAGE (Services and Advocacy for GLBT Elders)

patron access to the city of Chicago’s Benefits Check-Up program

 Conducted Intake sessions to gain client information for the ACCESS program and SAGE database

 Connected with LGBT seniors through the SAGE lunch program to gather sense of needs and support

Professional Development

Alexian Brothers Behavioral Health Hospital, Hoffman Estates, IL, August 2012

 Received training and certification from the Crisis Prevention Institute on nonviolent crisis intervention;

including, nonviolent verbal intervention, nonviolent physical intervention and restraint procedures

 Certified in cardiopulmonary resuscitation for infants, youths and adults from AMA

Community Health Center of Chicago, October 14-15, 2011

Participated in a two day, 12 hour, seminar on Mental Health First Aid

 Participated in lectures and exercises on best practices of mental health and first aid procedures

 Engaged in active learning about emotional, behavioral, and physical symptoms of illnesses such as

depression, bipolar disorder, anxiety disorders, schizophrenia and substance use disorders

 Received certification as a mental health first aider

Community Outreach

 Volunteer, Dog Town, PAWS, 2010-Current

 Literacy Volunteer and Post-Secondary Mentor, V-Write Program, Open Books, 2011-Currrent

SAMPLE2–CommunityCounselingResume

Haydee Maria Ortiz

244 Ogden, Chicago, IL. 60625 ~(773) 285-1126 ~ [email protected] ~~ LinkedIn: http://www.linkedin.com/in/hortiz

LICENSURE

Illinois Licensed Professional Counselor (LPC), Expected October 2013

EDUCATION

Master of Arts in Counseling, Concentration in Community Counseling, DePaul University, Chicago, IL, June 2013

Bachelor of Science in Psychology, Grinnell College, Grinnell, IA, May 2010

COUNSELING RELATED EXPERIENCE

New Insights Mental Health Center, Chicago, IL., September 2012 – Present

Counseling Intern

 Counseling individuals and assisting in skill building for adults with severe and persistent mental illnesses, and

those with co-occurring substance abuse/use disorders

 Co-Facilitated Therapy Groups: Symptom Management for Anxiety Disorders, Women Support, Dialectical

Behavioral Therapy, Loss and Reflection through Art

 Assisted clients with case management issues such as creating treatment plans, finding housing, job placement

 Consulted with supervisors, staff and other counseling interns regarding cases and resources

 Participated in bi-weekly trauma trainings; Other trainings: Bereavement, CBT, Treating Eating disorders

National Runway Switchboard, Chicago, IL., January 2011 – July 2012

Crisis Line Volunteer

 Provided guidance to runaway youth, parents and their families dealing with issues of running away, prostitution,

drug abuse, homelessness child abuse, returning home, suicide and gender identity

 Implemented crisis intervention and mediation to help callers and their families

 Completed 40 hour crisis-line certification training

 Collaborated and consulted with full time clinician staff regarding crisis intervention and resource referrals

 Participated in continue education classes: Understanding and Supporting the Healthy Development of LGBTQ

Adolescents, Harm Reduction Training & Trauma Informed Care Training

New Beginnings Counseling Center, Grinnell, IA, November 2008 – May 2010

Teen Group Facilitator

 Conducted support group for pre-teens and teens (12-18) following the death of a loved one

 Created activities and facilitated discussions to help teens reflect and move forward in their grief

 Supported adolescents in exploring feelings of anger, frustration, loss anxiety, and depression

 Participated in a two day loss and bereavement training

PROFESSIONAL RELATED EXPERIENCE

Counseling and Special Education Department, DePaul University, Chicago, IL. September 2011-June 2012

Graduate Assistant

 Competed literature reviews and edited curriculum vitae, articles, and transcriptions for faculty

 Assisted in statistical analysis using SPSS for faculty research

PROFESSIONAL MEMBERSHIPS

American Counseling Association Member

American Mental Health Counselors Association

SKILLS

 Values and Skills Card Sort

 MBTI & Strong Interest Inventory

 Crisis Intervention & Mediation

 Case Management

 DBT & Social Skills Training

 SPSS

SAMPLE1–CollegeStudentDevelopmentResume

Elizabeth Rose Choi

8224 Williams ~ Chicago, IL 60614 ~ 773-277-2858

[email protected]

EDUCATION

DePaul University Expected Spring 2014

Master of Education, Concentrations: College Student Development and Community Counseling

University of Dayton Graduated May 2007

Bachelor of Science – Middle Childhood Education

University of Dayton Study Abroad – Florence, Italy June-August 2006

RELATED EXPERIENCE

Graduate Intern August 2011-Present

Northwestern University Career Center, Chicago, IL

 Counseled exploratory students on academic majors by exploring values, interests, skills, and values

 Provided guidance, best practices and feedback on resumes and cover letters for internships and job opportunities

 Supported students in understanding the process of applying and considering graduate programs

 Facilitated Career Workshops for undergraduate and graduate schools on areas of job searching, interviewing,

values, and transferrable skills

 Participated in on-site advising at job fairs and within the Department of Psychology

 Advised liberal arts students on career exploration through assessment tools such as the Strong Interest Inventory,

Myers-Briggs Type Indicator (MBTI), Strengths Finder, and Values and Skill card sorts

 Encouraged students to be proactive in their internship search by sharing university internship programs, fairs,

and databases

 Assisted in developing and facilitating career exploration booths during “Choose and Use Your Major” event for

undergraduate students to support their understand of link between majors and career interests

 Provide mock interviews and feedback on virtual Interview Stream mock interviews to undergraduate students

TEACHING EXPERIENCE

Grade Science Teacher August 2007-June 2011

Olsen Middle School, Dayton, OH

 Developed and implemented innovative instructional disciplines and effective lessons to maximize student

success (special education, regular education, gifted education, and English language learners).

 Collaborated with staff, administration, students, and parents utilizing interpersonal and conflict resolution skills.

 Recognized for increasing student performance based on the state standardized test

 Developed and implemented individualized plans for students with special learning/behavioral challenges.

 Developed fair and effective discipline plan – objectives, strategies, techniques, and implementation.

 Planned and organized annual school science fair and coordinated participation of 30 volunteer judges

Grade Science Curriculum Director August 2008-August2010

Olsen Middle School, Dayton, OH

 Collaborated with parents, administrators, students, and teachers to develop a comprehensive three year strategic

plan to address bullying that included goals, baseline data, implementation plans, and specific details.

 Organized and implemented 7

grade science curriculum, input and data-driven decision making.

 Reviewed and discussed school-wide curriculum, operations and data with school administrators.

 Trained in Advocacy Advisors (National School Reform Committee) and Common Core Standards

Professional Development and Membership

 Alternative Schools Colloquium February 2012

 National Association of Student Personnel Administrators (NASPA) September 2012 – Present

o Attended NASPA IV-E Regional Conference November 2012

 Completed Safe Zone Training December 2012

SAMPLE2–CollegeStudentDevelopment

WilsonAlexanderSerrano

8234W.56

Street,Chicago,IL60625312‐778‐5811[email protected]



Education

MasterofEducation,Counseling‐CollegeStudentDevelopmentExpected,June2014

 DePaulUniversity,Chicago,IL



 BachelorofArt,Communication June2005

 DePaulUniversity,Chicago,IL 



Relevant

Experience

CollegeofCommunications‐OfficeofAdvising,DePaulUniversity

GraduateCoordinatorMay2013‐Present

 AssistwithadvisingCommunicationundergraduatestudentsinaholisticmannerwithguidance

especiallyfocusedonacademicschedules,probation,majorandminorselection,academicsuccess,and

careeropportunities

 CoordinateadministrativeprocessesofsummerPremiereDePaulandTransitionDePaul

 MonitorandmaintainCommunicationsocialmediaaccounts

 DevelopCSHoutreacheventssuchasworkshops,socials,andfocusgroups



TRiOStudentSupportServices,UniversityofIllinoisatChicago

GraduateInternAdvisorSeptember2013‐Present

 Providesholisticandcomprehensiveadvisingandinstructionalsupport,whichcontributestoanincrease

ofthegraduationandretentionratesofTRiOparticipants

 Designandadministeracareerdevelopmentworkshopseriesforundeclaredandexploratorystudents



Assoc

iationCollegesofIllinois(ACI)

College&HighSchoolOutreachCoordinatorJuly2008‐May2013

 Advisedstudentsindividuallyandasagrouponprofessionaldevelopment,collegereadinessand

transitionalissues,rangingfrom5to200monthly

 EstablishedrelationshipswithfacultyandstudentsatuniversitiesinIllinois,Texas,FloridaandNewYork

inordertohaveacompetitivepoolofcandidatesforinternshipswithFortune500companies

 Supportedintheplanningofthecollegesummitanditscontent,whichexposedover150highschool

studentstooptionsincareersandpostsecondaryinstitutions



Professional

Experience

DeferredActionClinicImmigrantJusticeCenter

ParalegalMarch2006‐March2007

 Conductedweeklylegalconsultationstoanaverageof50familiesseekingLegalPermanentResidency,

Asylum,U‐Visas,andtemporaryvisasthroughtheViolenceAgainstWomenAct

 ServedasatranslatorforclientswhoseekresidencyandcitizenshipintheUnitedStatesofAmerica



DeferredActionClinicImmigrantJusticeCenter

ProgramAssistantOctober2005‐March2006



Han

dledkeylogisticalsupportofthe4

AnnualFreedomNetworkConference

 AdministereddailyoperationsoftheRogersParkofficewhichmaintainedoverallstandardincustomer

service



Skills FluentinSpanish,MicrosoftOfficeandsocialmediaincludingFacebook,TwitterandLinkedIn



Professional AmericanCounselingAssociation

Membership DAAN(DePaulAcademicAdvisingNetwork)‐ProfessionalDevelopmentCommittee

SAMPLE 1 – Leadership Resume

ANTONIO EDWARD MORALES

2395 N. River Rd Unit 715 ~ Chicago, IL 60640

773.522.5720 ~ amorales@gmail.com

SUMMARY OF QUALIFICATIONS

 Curriculum Development Strategic Planning

 Instructional Coaching Community Engagement

 Professional Development Date-Driven Instruction

 Recruitment and Hiring Departmental Supervision

EDUCATION

DEPAUL UNIVERSITY, CHICAGO, IL MAY 2013

M.A. in Education Leadership

DEPAUL UNIVERSITY, CHICAGO, IL JUN 2004

B.S. in Elementary Education, Minor in Science

LICENSURE

Professional Educator License

 General Administrative, kindergarten through grade 12

 Elementary Education (Self-Contained General Education), Kindergarten through grade 9

 General Science, middle school – grade 5 through grade 8

LEADERSHIP EXPERIENCE

MANOR COLLEGE PREP HIGH SCHOOL

Summer School Principal MAY 2013-AUG 2013

 Supported academically-at-risk students and families through weekly progress reports and course

deficiencies action plans

 Supervised and hired four teachers

 Engaged in summer school course offerings partnership with Walter Payton College Prep

 Created and delivered professional development sessions for Golden Apple Scholars

 Maintained 98 percent attendance rate among students

Principal Intern MAY 2012-APR 2013

 Participated in research and data collection for Targeted Student Recruitment Program

 Assisted in hiring for math, special education, and counselor positions

 Compiled comprehensive data on outstanding credits for approximately 200 students

 Developed Action: Graduation, a proactive academic promotion policy

 Supported Senior Leadership Team in development of job descriptions

 Observed school leaders in instructional leadership, management and community outreach

 Facilitated small group reflection and discussion for vision development

TEACHING EXPERIENCE

PARKER CHARTER SCHOOL

Teacher AUG 2008-PRESENT

 Develop writing assessment philosophy that includes performance based portfolio to accompany

student through end of elementary school

 Collaborated with teacher team to plan and implement a series of parent workshops

 Co-facilitate professional development for faculty on components of Everyday Math curriculum

 Collaborated on Polk Brothers Fund-UIC Prairie Group Project, a professional development initiative

designed to evaluate teachers’ self-reflection of teaching practices

 Participate in group interviews toward the hiring of three new teachers

 Facilitate the development of student leadership through new student council and Spanish Clubs

PARKER CHARTER SCHOOL AUG 2005-2008

Kindergarten and First Grade Classroom Teacher

 Demonstrate above or at grade level reading ability for at least 90 percent of students for three years

 Apply English as a Second Language, cooperative learning, and differentiated instruction strategies

 View and reflect upon curriculum, instruction, and assessment from a lens of policy and social justice

 Integrate native languages, cultural experiences and country studies into social studies curriculum

 Collaborate with colleagues through peer mentorship and school-based professional development

 Implement thematic units using backward design model

 Participate in monthly Family Social events such as Reading Night, Math Night, and Curriculum Night

EISENHOWER ACADEMY AUG 2004-JUN 2005

First Grade Classroom Teacher

 Modified curriculum to support learning of special needs students

 Taught math using self-designed lessons on numbers and numeration concepts

 Taught character education, art, and fine motor skills through cross-curricular unit

 Team taught a unit on the prairie culminating in an extended field trip to Morton Arboretum

MILLIKIN SPECIALIZED EDUCATION SERVICES NOV 2004-MAY 2005

After School Program Teacher – Grades 1 through 3

 Provided individual instruction to special needs students in areas of reading and math

 Provided one-on-one assistance on lessons in all subject areas to students in kindergarten

 Administered spelling tests and assisted in instruction of beginning paragraph writing

 Evaluated students on a weekly basis using formal and informal assessment tools

PHILANTHROPIC AND BUSINESS EXPERIENCE

MAYA OUTREACH MISSION, NEW DELHI, INDIA JUN 2006-AUG 2006

 Traveled to 20 rural towns in 30 days by train and bus to learn about rural development, practice

Hinduism and to see historical and religious sites

 Reside in ashrams, or pure places of spiritual worship

 Study philosophical texts of Hinduism and participate in Indian cultural and traditional activities

 Volunteered at Asha community center in which tutored physically and mentally challenged children

RECOGNITIONS AND AWARDS

THE ARTHUR LEE FUND 2010-PRESENT

Study Group Award Recipient

 Purchase books for classroom library with $800-award.

 Participate in school-based literacy study group.

 Participate in professional development for drama in reading, writing in math, guided reading

strategies, art in the content areas and general literacy coaching.

 Implement sustained silent reading time and read aloud sessions to students daily

Chicago Public Schools Summer Fellows Recipient JUN-AUG 2003

PROFESSIONAL AFFLIATIONS

Association for Supervision and Curriculum Development

Illinois Principals Association (IPA)

Illinois Association of School Administrators (IASA)

National Education Association

PROFESSIONAL SKILLS

Skilled in Microsoft Office Suite, In-Design, Photoshop, Dreamweaver

Fluent in Spanish

SAMPLE2–LeadershipResume



JosefinaGraceSmith

4412WilliamsAve.

Chicago,IL60624

[email protected]

773‐255‐8135

 



SUMMARYOFQUALIFICATIONS

 CurriculumDevelopment

 InstructionalLeadership&Coaching

 DepartmentalSupervision

 Recruitment&Hiring

 CommunityEngagement

 Rigorous,Data‐DrivenInstruction



EDUCATION



 MasterofArtsinEducation

 DePaulUniversity,Chicago,IL(GPA‐3.91/4.0)July2010



 BachelorofArts–History(w/HighestHonors),

 DePaulUniversity,Chicago,IL(GPA‐3.88/4.0)June2002



LICENSURE



 ProfessionalEducatorLicense(PEL)

o GeneralAdministrative,kindergartenthroughgrade12

o U.S.HistoryandWorldHistory,seniorHS–Grade9‐grade12

o SocialSciences,middleschool–grade6throughgrade8







SCHOOLLEADERSHIPEXPERIENCE August2008‐Present



EarlyCollegeSTEMSiteTeam,HarrisHighSchool,Chicago,IL.  

 Selectedtohelpcollaborateondevelopingschool‐widecurriculumandcoursesequencesfornewEarly

CollegeSTEMdesignation.

 LedteamresponsiblefordevelopingthenewHumanitiespathwayofstudy

 Collaboratedtodevelopanewschoolmissionandcommoninstructionalframework.

 Ledprofessionaldevelopmenttoinformandengagetheful

lstaffonthee

ffortsofthesiteteam.

 AttendedLocalSchoolCouncilandParentActionCommitteemeetingstotalktoparentsandcommunity

membersaboutthedevelopmentandimplementationoftheECSTEMschoolmodel.



InstructionalLeadershipTeam

 Participatedinperformancemanagementdatameetingswithnetworkofficialstoanalyzeschooldata

thatledtoanumberofinitiatives:

 Examinedschool‐widedataonattendanceanddevelopedavarietyofprogramsthatincreasedoverall

attendanceby30%

 Ledinstructionalroundstoidentifybestpracticesforincreasingstudentenga

gementlevels

andthen

sharedfindingwithfullstaff.

 Participatedinresearchofgradingmethodologiestodeterminewaystoimprovestudentinvestmentin

theireducationalgoals.





SocialStudiesDepartmentChair

 Liaisonwithadministrationtoevaluatedepartmentalplansandconcerns.

 Createagendasandestablishedmeetingprotocolsthatmaximizeddepartmentcollaborationtime.

 Ledre‐organizationofthesocialstudiesdepartmentintocourseteamsthatmeetregularlyandusedata

toinforminstruction

 LedprofessionaldevelopmentonthePerformanceManagementdatame

etingformatasprescribe

dby

ChicagoPublicSchools.

 SupervisedthecreationofcurriculumalignedtoCommonCoreStandardsandthatutilizedthe

principalsofProject‐BasedLearning.

 Ledselectionandinterviewprocessforselectingnewdepartmentteammembers.

 Workedwithotherdepartmentstoimplementsharedwritingrubricsandco

urseworkr

ealignment.

 Maintainsocialstudiesdepartmentbudget&managealltextbook&technologyrequisitions.



EducationalLeadershipPracticum

 PlannedandimplementedasophomoreinductioneventforfirstyearEarlyCollegeSTEMstudents.

 Developedaparent‐shadowingprogramthatenablesparentstofollowtheirstudentfromclasstoclass

forapartialday.

 AttendedprofessionaldevelopmentontheuseofStudentInformationManagement(SIM)systemand

workedtopro

grama

sophomore‐levelclassofroughly450students.

 Supervisedthereorganizationofstudentandbusinessrecordsroomaccordingtothepoliciesand

proceduresoutlinebytheChicagoPublicSchools’LegalDepartment.



TEACHINGEXPERIENCE‐HarrisHighSchool,Chicago,IL  August2005–Present



SocialStudiesTeacher&MockTrialCoach



Classestaught:A.P.WorldHistory,Law,Humanities,WorldStudies,ContemporaryU.S.History,Art,&

Sculpture



 CollaboratedwiththeFranklinSchoolofJournalismandSchoolofEducation&SocialPolicyatUniversity

ofChicagotoimplementasemester‐longCivicsMediaprojectthathadstudentsresearchandproduce

documentariesonimmigrationissuesimpactingtheircommunities.

 Utilizetheonlinecoursemanagementwebsite,Canvas,toincreasestudentinteractionandlear

ning

beyo

ndscheduledclasstime.

 Taughtstudentswhoreadbelowgrade‐levelwhoachievedanaverage49%passingrateoverthepast

fouryearsontheAPWorldHistoryexam.

 Successfullymanagedmultipleteam&individualwinnersintheannualCity‐WideMockTrial

Competitionsponsoredbyth

eChi

cagoCouncilofLaw‐RelatedEducationandChicagoBarAssociation

 Participatedinnumerousco‐teachingsituationsforstudentswithdiverselearningneeds.

 SelectedtoattendanAPWorldHistoryCollegeBoard‐sponsoredprofessionaldevelopmentatJin

UniversityinJapaninthesummerof2012.



HONORS



 AwardedtwograntsforproducingschoolplaysfromthePolkBrothersFamilyFoundation(2007&2008)

 PhiAlphaTheta,NationalHistoryHonorSociety(Phi‐DeltaChapter,DePaulUniversity)

 CertificateofOutstandingPerformancebytheFacultyoftheHistoryDepartment,DePaulUniversity

Career Center Teaching Resume Resources

The Career Center offers several options for getting help in creating and perfecting your resume. Take advantage of one

or more of the following services available to students and alumni:

Career Advising: Gina Anselmo, the Career Center’s Career Specialist serving the College of

Education, is available to meet with students and alumni by appointment. Advising sessions can

cover a variety of topics, including resume development, job search strategies, interviewing skills,

and other career related concerns. Please contact Career center at 773.325.7431 to schedule an appointment

Peer Career Advising: Peer Career Advisors have been specially trained to provide resume assistance and basic career

services to the DePaul community. Peers are available on a walk-in basis during most business hours or via email at

peercareeradvisor@depaul.edu for questions, job search advice, resume assistance, and cover letter critiques.

The Career Center offers several workshops that cover highlights on

resume writing, interviewing, portfolio preparation, and job searching for teachers.

Hit the Ground Running I: Resume, Cover Letter, and Portfolio Prep for Teachers

Hit the Ground Running II: Job Search and Interview Preparation for Teachers

In these workshops, you will receive an overview of resources and career tips to help you prepare for a job search in the

teaching profession.

Making the Grade – e-Portfolio Teacher Workshop

Teachers are encouraged to not only utilize technology in the classroom, but to demonstrate their knowledge and

experience electronically throughout the job search process. In this hands-on workshop, aspiring teachers will be

introduced to several software programs that can be used to create a teacher e-portfolio.

Tours for Teachers Workshop Series

This workshop series widens a new teacher’s perspective of what different public, private, and alternative settings look

like. Current DePaul students have an opportunity to talk to a school administrator, tour the school, attend roundtable

discussions with several teachers, and participate in self-assessment resources.

The Teacher’s Forum

The DePaul Career Center’s annual Teacher’s Forum offers new teachers the opportunity to gain critical skills and

resources and network with principals and professionals in education. This one-day event is designed specifically for

DePaul School of Education students who will complete or have completed their student teaching experience and will

be looking forward to their first year of teaching.

Visit our Career Center website to also check out new workshops and events for Education

Students!

To Register: You can register for all of these workshops and events by logging in with your campus ID at:

DePaul.Experience.com through careercenter.depaul.edu

Contact the Career Center to schedule an appointment with a Career Advisor or any inquiries you may have:

Lincoln Park Campus

2320 N Kenmore Ave,

SAC 192

Chicago IL, 60614

Loop Campus

1 E. Jackson Blvd, Suite

9500

Chicago IL, 60604