APPENDIX I: IDEAS FOR YOUR PROFESSIONAL PORTFOLIO, RESUME,
AND COVER LETTER
When you apply for a job, you need to convince an individual or a committee that they should
invite you to an interview from a crowded field, give you a chance to teach a demonstration
lesson, and offer you a position. I recommend student teachers consider the following five things
as they prepare a strategy that will secure them a teaching position:
1. Do not pad your resume. If a school is not interested in a beginner, they will not
interview you (e.g., do not list after-school jobs or describe everything you did as a
student teacher).
2. Schools often want people who can do more than one thing. Make sure they can tell
who you are and what you can do from your resume and cover letter (e.g., coach
baseball, direct play).
3. Individualize cover letters. Show that you know something about the school or district
4. (e.g., discuss your desire to work in a multiethnic community).
5. When you get an interview, be who you are, not who you think they want. It is unlikely
you will trick anyone. You do not really want to work in a school that has a radically
different approach to education from yours.
6. Create a portfolio that demonstrates the kind of teacher you are. Place it on a website
and bring a hard copy with you to interviews. Even if no one looks at it, the process of
creating a professional portfolio helps you to crystallize your thinking about teaching
and prepare for interview.
A. Creating a professional portfolio.
1. Why have a professional portfolio?
a. It is a way to assess your teaching and professional preparation.
b. It helps you visualize your development over time and redefine future goals.
c. It is a way to present your teaching and professional preparation to others.
d. It is a way to prepare yourself for job interviews.
© Taylor & Francis 2013
2. What should I include in my professional portfolio?
a. Personal and professional information including: cover letter, resume, certification,
diploma, scores on qualifying exams, letters of recommendation, and a philosophical
statement that explains “Why I want to be a teacher.”
b. Examples of knowledge and competence including: photographs of students (if
permitted by the district), a full unit plan with handouts and assessments, sample
student work, certificates of achievement, field observation reports, and relevant
written work.
c. Special achievements such as a student magazine, published material, playbill, or
newspaper articles.
3. How should I organize my professional portfolio?
a. Options include a personal approach where you develop a strategy for
presenting yourself or describing how you and your students achieve state
standards. You need to demonstrate knowledge of subject matter, state
standards, multiple instructional strategies, curriculum, and human development
as well as the ability to adapt instruction to meet individual student needs. You
also must show your familiarity and facility with motivating students, organizing
classrooms, expressing yourself orally and in writing, assessing student learning,
instructional planning, collaborative work, and professional commitment and
responsibility.
4. How do I present my professional portfolio?
a. A “working portfolio” is your file cabinet, a system for storing and sorting
material for inclusion in your presentation portfolio. It should be available online
either as a web page or in a format such as TK20.
b. A “presentation portfolio” is what you actually bring with you to interviews. I
recommend bringing a bound copy or insert binder that you can show and a CD
that you can leave with the interview team.
© Taylor & Francis 2013
B. Sample Resume (For a beginner, limit to one or two sides maximum, one or
two fonts only)
Name, Address, and Phone (top, center, bold)
E-Mail Address and Website (these establish computer literacy)
Certification Area (e.g., New York, 7–12 Social Studies, Pending)
Education (listed in reverse chronological order) including honors and your GPA if it is strong
Professional Experience (anything that is school or education related)
Other Work Experience (only things that show responsibility or special skills)
Special Achievements, Awards, and Activities (CRUCIAL—these separate you from the crowd)
Professional Memberships (these demonstrate your seriousness)
References (two or three people who are easy to contact, preferably people they will know)
Alan Singer
123 Santa Fe Avenue
Brooklyn, NY 11235
(P) 718-123–4567 (M) 718-987-6432 (E) Singer@gmail.com
http://www.wix.com
Certification: New York State 7–12 Social Studies (pending)
Education:
Master of Science in Education with Honors,
Hofstra University, Hempstead, NY 11549, December 2007
Bachelor of Arts, Major: History, Minor: Political Science, GPA: 3.6
Hofstra University, Hempstead, NY 11549, May 2005
Professional Experience:
Student Teacher—Harrisburg High School, Global History and United States
History; Dakota Middle School, United States History,
Fall 2007
Tutor, Global History and United States History
2005–2007
Substitute Teacher—Freeland School District
2005–2007
© Taylor & Francis 2013
Participant/Observer—Heights Middle School, West Meadow High School
2006–2007
Assistant Coach, Hempstead High School J-V Football,
2006–2007
Counselor — Camp Whatchamacallit, Saratoga, New York Summer 2001–2004
Other Work Experience: Manager, Megabuster Video
2002–2004
Special Achievements: President, History Society; School Play; Editor, Magazine; Scholarships
Professional Memberships: National Council for the Social Studies
References:
Field Supervisor for Student Teaching, Department of Curriculum and Teaching, address/phone
Department chair of school where you student taught, address/phone
One other, address/phone
Professional file available upon request from university.
Sample cover letter.
Alan Singer
123 Santa Fe Avenue
Brooklyn, NY 11235
(P) 718-123–4567 (M) 718-987-6432 (E) Singer@gmail.com
http://www.wix.com
June 1, 2002
Jane Doe
Social Studies Chair
George Washington High School
Washingtonville, Vermont
© Taylor & Francis 2013
Dear Ms. Doe,
I recently completed student teaching at AAA Middle School and BBB High School in CCCville, New Hampshire. I am a May 2001 graduate of DDD University, where I majored in history
with a minor in secondary education. I am currently certified to teach social studies grades 7–12
in Vermont.
I grew up in Boston, but fell in love with Vermont and New Hampshire while attending
college, and I plan to make my home in this area. I am particularly interested in the global
history position advertised for your school because of my strong background in African and
Asian history. During the summer between my junior and senior years I spent three months
living and studying in Kenya, and in my social studies methods class I developed units on Africa
and Asia that I successfully taught as a student teacher. I would be pleased if you examined the
units and the rest of my teaching portfolio on my website.
As an undergraduate, I did volunteer work in a dramatics program at the Youth Center in
EEE-town. I also performed in university productions of “FFF” and “GGG.” These experiences
convinced me of the importance of drama for engaging young people in an exploration of our
world. I know your school has an award-winning dramatics program. If I am offered the teaching
position, I hope to contribute to this tradition.
As an undergraduate student I joined the National Council for the Social Studies and attended
workshops sponsored by the New Hampshire state council. I am especially interested in
document-based instruction that achieves state learning standards. I plan to pursue this interest in
graduate school and hope it is consistent with the goals of your program.
I hope to hear from you soon.
Sincerely,
PREPARING FOR THE INTERVIEW
Based on his experience at interviews, Derek Pearce of the New Teachers Network recommends
they you prepare to answer these questions, which will be asked in one form or another. Derek
recommends that you bring your portfolio to an interview but be prepared to focus on one lesson
or project of which you are particularly proud.
1. Tell us about yourself (personality, performance, interests).
© Taylor & Francis 2013
2. What experiences have prepared you for this position?
3. Why do you want to work at this school (in this district)?
4. What are the ingredients of an effective lesson?
5. What do you think will be a challenge for you as a new teacher?
6. Teachers from core subject teachers with common students meet together
on a regular basis. How can you contribute to these discussions?
7. How do you handle a disciplinary situation?
© Taylor & Francis 2013