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What is a Resume?

A resume is a document that provides the reader with information about your relevant skills, qualifications and experience.

Quick Facts

The average recruiter spends 6.25 seconds the first time they look at your resume.

Employers value the skills that you developed regardless of where. This includes skills developed in school, volunteering, extra-curricular activities and in paid employment.

People who apply with resumes that are tailored to the job posting have a higher chance of being contacted for an interview.

General Guidelines - Resume Format

Resumes can be one or two pages.

Use basic common language font such as Times New Roman or Arial. Also, do not use graphics-this eliminates technical problems with scanning your resume or with employers receiving them on potentially incompatible programs or printers.

Keep margins ¾" to 1"; use font size 11 or 12 for the body of the resume.

Italics, underlining, shading and sometimes bolding can be a problem as these do not always look the same on other operating systems and/or printers.

Create a "reader-friendly" document that uses white space effectively.

Research employer requirements and highlight your qualifications that match requirements. You can samples of documented qualifications match under Toolkit Samples.

Proofread your resume for grammatical and spelling errors.

Be consistent with formatting. For example, if you bold the name of the organization in one section, you need to do it everywhere.

You can choose in which order to put the resume sections based on what is most important to your reader.

Contact Information

Include mailing address, telephone number with voicemail, professional e-mail address (avoid slang in your e-mail address) - we recommend that you use your utoronto.ca email.

You might want to make your name a few font sizes larger than other information so that it stands out.

Ensure you have control of and access to all e-mail and phone numbers used. You only need to include one of each (e.g. you can use your cell phone number if you have voicemail).

Use between two and four lines for contact information.

Objective (Optional)

Not mandatory and can often be stated within your cover letter.

If you do include an objective, make it as specific as possible. For example, "University student with excellent customer service skills seeking part-time retail position at a fashion retailer".

Profile/Skills Summary/Highlights of Qualifications (Optional)

The purpose of this section is to highlight your top three to five qualifications to the employer.

If you include this section, use a bullet format and highlight only the skills and/or qualifications that are relevant to the position you are applying for and substantiate with brief explanation of the experience(s) that helped you build that skill or quality.

Please review the accomplishment-based statements worksheet for tips on how to write this section.

Education

Include dates attended, program, area(s) of study, institution.

Include relevant courses if related to job posting.

Include GPA if it sets you apart from other applicants or if the employer has specifically stated that you need to. You should also include the scale (e.g. 3.2/4.0).

Include high school if you are in first or second year - note if you graduated with honours or awards; include high school if it is unique, such as the International Baccalaureate.

If you don't include high school but wish to include awards/honours from high school, put them in a separate "awards" section.

Experience (paid, unpaid, volunteer)

Include paid and unpaid or volunteer experience.

You can separate the sections into "Work Experience" and "Volunteer Experience", or you can call the sections "Relevant Experience" and "Other Experience", or simply "Experience" which could include both paid and unpaid.

Order your experiences in reverse chronological order within each section

Begin each point with an action verb.

Within the experience descriptions, place the most relevant and important tasks or accomplishments first.

Extracurricular Activities

Include university and high school activities such as class representative, club membership, leadership roles.

Include a brief description of accomplishments and results if possible.

Awards

Include any awards during high school, university, or as part of a paid job or volunteer experience.

Professional Memberships

Include any professional memberships, role, duties and any accomplishments.

Interests

Include sports or leisure activities that demonstrate other areas of your life.

References

Do not include your references on your resume.

Optional - "References Available on Request" - when a potential employer is interested in making an offer, they will ask for your references.

For more information, see the References tip sheet.

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If you are worried about writing your first resume, or struggling with the task, you're not alone! However, it does not have to be intimidating. Many students and recent graduates worry that they don't have enough experience to create a compelling resume. However, don't worry.

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Differentiating during co-teaching for students with dyslexia

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Differentiating during co-teaching for students with dyslexia

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The highest quality teaching and learning in the classroom is fundamental to supporting the access, progress and attainment of all Learners, including those with literacy difficulties such as dyslexia. This is often referred to as Quality First Teaching and is a universal entitlement.

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Differentiating for visual impairments.

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teacher of students with visual impairments

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The presentation will discuss the importance of professional collaboration among educational teams, particularly for students with multiple disabilities that include blindness, visual impairment, or deafblindness.

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Thought starters

1. Notice how Ms. Tanenbaum frames her questions about probability to her students. How does Ms. Tabor use examples of student work to begin a lesson?

2. What opportunities for student participation are there in Ms.Tabor's class?

School Details

Bronx Latin School
800 Home Street
Bronx NY 10456

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Teachers

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Teachers at Bronx Latin High School explain their approach to teaching algebra through inquiry. The Accessing Algebra Through Inquiry Program supports public high school students to engage and make sense of algebra. The New Visions for New Schools Program places interns in public schools and provides support for teachers through collaboration time.

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Resource for successfully co-teaching students with ASD:

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Resource for successfully co-teaching students with ASD:

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This collaboration between a veteran special education teacher and an experienced regular education teacher presents field-tested co-teaching strategies for working with students with autism in the regular classroom. Authors Judi Kinney and Debbie Fischer detail their experiences and innovations in actual classrooms: Constant curriculum adaptations, inclusionary activities, discipline, pull-out issues and more.

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Shows WHY co-teaching, TYPES of co-teaching, WHEN to use the different types of co-teaching, 

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Shows WHY co-teaching, TYPES of co-teaching, WHEN to use the different types of co-teaching, 

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co-teaching at wolf meadow. co-teaching pairs co-teaching defined co-teaching is a service delivery option co-teachers share instructional responsibility.

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Co-Teaching at Wolf Meadow. Co-Teaching Pairs Co-Teaching Defined Co-Teaching is a service delivery option Co-Teachers share instructional responsibility. - ppt download

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Benefits: behavior benefits from decreasing transitions, reduce students' isolation, flexible grouping allows for small group instruction, and provides additional strategies for teachers when they are stuck. 

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Benefits: behavior benefits from decreasing transitions, reduce students' isolation, flexible grouping allows for small group instruction, and provides additional strategies for teachers when they are stuck. 

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Special Education and Regular Education: Working Together

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Tips for Co-Teaching and Models/ Styles:

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Tips for Co-Teaching and Models/ Styles:

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AMLE - Association for Middle Level Education

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When the phone rings in the middle of summer and you see your principal's number coming across the screen, you can't help but wonder, "What did I do?"

A few years ago, when I answered such a call, my stomach dropped as my administrator cheerfully told me about a wonderful "opportunity" that awaited me during the coming school year. I was being assigned the eighth grade math inclusion classes and would work with a special education teacher for four class periods each day. I would have general education students as well as students who have IEPs or 504 modifications.

My first reaction (like that of any good teacher) was "Of course, I would be happy to do this!" After I put the phone down, reality set in. I was going to have to share my space, my students, my entire world with a stranger. The feelings of being the kid in group projects who did all the work while my teammates goofed off quickly resurfaced. I had heard horror stories about how co-teachers never did any teaching or how they didn't help with management or grading.

However, I'm a problem solver and an overachiever by nature. If I were going to get this "opportunity," I wanted to do my best for my students and my school. I immediately began searching online for conferences, webinars, and books about co-teaching. I read, watched, and attended anything I could find that dealt with co-teaching or special education students.

Tips for Co-Teaching

Some common themes became evident throughout my summer research and by the time I met my co-teacher, I felt prepared to contribute to an environment that was built on partnership, trust, and mutual responsibility. These tips are gleaned from my efforts to prepare.

Start early. From the minute you know who your teaching partner is, get to know him or her as a person. Talk about family, pets, hobbies, work experience, childhood. You may not end up being best friends, but you can build a good working environment and establish mutual respect as individuals and as colleagues.

Discuss teaching styles and content background. Thankfully, my co-teachers have had strong math backgrounds, which allowed each of us to teach in our own ways. Other co-taught classes may not be as flexible; the strong content teacher may need to take the lead with the partner providing support.

Examine your teaching habits. Assessing and understanding your strengths and weaknesses will allow you to work with your partner as a support system in weaker areas and vice versa. In our classroom, we always knew each other's weak side and quickly learned to compensate when necessary.

Take an honest look at your classroom management practices. You can't expect to work successfully with someone else until you know your own deal breakers or trigger issues. Some of the first conversations I had with my co-teachers included questions like "Does it bother you for students to leave the class without pushing in their chairs?" and "What if a student gets up and sharpens his pencil during a lesson?" and "What color ink do you use to grade papers?" This may not seem like a big deal at the beginning when everything is still in the newlywed stage, but five or six months into a school year, issues like these can cause hurt feelings, tension, or a big blow-up that could have been avoided.

Respect each other. Mutual respect is a must in a successful co-teaching classroom. This person is not trying to "take your job," but is working with you.

Co-Teaching Styles

There are many types of co-teaching or team-teaching models in schools, but one of the most common is similar to mine: a general educator is paired with a teacher who specializes in special needs students. Even if the co-teaching pair is structured in a different way, there are similarities in the types of teaching that most often occur in a co-taught classroom.

One Teach-One Observe. This model allows the members of a new co-teaching team to get to know each other or it can fully utilize one teacher's strengths in an area. One teacher teaches and the other, the observer, monitors students for comprehension and behaviors, or makes anecdotal notes for future use. Just a note: This does not mean the general educator is always teaching and the second teacher is always observing. Try reversing the roles occasionally to provide a new point of view for the students and the teachers.

One Teach-One Drift. This model is great for new teams as well. One teacher is the main instructor while the other drifts around the room, interacting with students or groups. This type of interaction allows for more one-on-one time and additional opportunities for students to ask questions of a teacher without having to stop the flow of a class or the lesson. Planning time is minimal.

Parallel Teaching. In this type of teaching, students are split into two groups, each led by one of the co-teaching pair. This strategy allows for review or for special attention to a smaller group of students who are learning a difficult subject. This method requires more planning because both educators have a common teaching goal.

Station Teaching. The use of stations in the classroom is not a new concept, but within a co-teaching classroom these stations can be tailored to the needs of the students. Two educators supervising and interacting with students at different stations can promote student understanding. In our math classes, these stations were often used for hands-on geometry activities with little "teaching" necessary. Station teaching requires quite a bit of pre-planning to be effective.

Alternative Teaching. This is similar to parallel teaching with regard to the amount of planning needed and the fact that students are separated. In this scenario, one of the co-teachers works in an alternate location with students who need a more intensive intervention or review of material before moving forward in the subject. This model is effective for re-teaching or for test review.

Team Teaching. Team teaching is an ideal situation in which both teachers are comfortable with the content, the students, and each other. Within a team-taught classroom, the teachers move seamlessly into roles throughout the lesson with neither dominating the other. Lessons are more conversational between the teachers and students and the environment is engaging. Teachers are able to fill whatever role or need is required at the time: Does a prompt need to be given? Does another student need a quick one-on-one review? Would another point of view help clarify a concept? In a successful team-taught class, an onlooker sees two teachers interacting with a group of students as a cohesive unit.

My teaching partner and I worked together many years before she moved on to a different school and I repeated the process with another special education teacher. As a math general educator, I can testify that my years co-teaching have been some of the most fulfilling, challenging, and worthwhile of my teaching career.

Samantha Dooley is the math general educator partner of a co-teaching team at a 6-8 middle school in Arkansas. s.dooley74@gmail.com

Published in AMLE Magazine, November 2014.

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When the phone rings in the middle of summer and you see your principal’s number coming across the screen, you can’t help but wonder, “What did I do?” A few years ago, when I answered such a call, my stomach dropped as my administrator cheerfully told me about a wonderful “opportunity” that awaited me during the coming school year.

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Benefits and Description of Co-Teaching Models:

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Benefits and Description of Co-Teaching Models:

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-by Krista Taylor

When we hear of marriage proposals, we often get misty eyed, imagining someone down on one knee, holding an expensive piece of jewelry, and eloquently making declarations of true love.

Only one of my marriage proposals has been like this. The other three were arranged marriages, and rather than occurring on the beach, or, better yet, at the foot of the Eiffel Tower, these proposals took place in an administrator's office. The most recent one sounded like this, "Next year we'll have a new team of young teachers; since you are more experienced, I need you to join them as a co-teaching inclusionist."

See? It definitely left something to be desired in the romance department.

Most schools include a variety of teaming structures, and there are few educators who don't serve on at least one type of team in their building. However, co-teaching is it's own special form of teaming relationship.

It really is a lot like an arranged marriage. Two adults are responsible for a group of children - a little bit like a family unit. Co-teachers spend a lot of time together -during the school day and in time spent planning together outside of school hours. Co-teachers share classroom living space, and co-teachers are dependent on each other to share the responsibilities of the team. Like a marriage, co-teachers must learn to work together, and to tolerate each other's idiosyncrasies.
What Is Co-Teaching
Co-teaching is defined as two teachers who co-plan, co-instruct, and co-assess academic content provided to a single group of students at the same time. Most often, but not always, co-teaching pairs are comprised of a general education teacher and an intervention specialist (special education teacher).

In this model, co-teaching is a means of providing special education support within the general education setting. This is aligned with the goal of increasing access to rigorous curriculum, and with the provision of instruction in the Least Restrictive Environment. These are lofty goals, and the work isn't easy.

"The biggest challenge for educators is in deciding to share the role that has traditionally been individual: to share the goals, decisions, classroom instruction, responsibility for students, assessment of student learning, problem solving, and classroom management. The teachers must begin to think of it as our class." (Ripley, in Cramer, 2006)

Why Co-Teach?
Like marriage, there are many benefits to co-teaching for both the adults and children involved.

The pairing of a general education teacher and a special educator brings together two critical skill sets for effective classroom functioning.

While not set in stone, typically the general educator is the content knowledge expert, has experience with whole-group classroom management, possesses knowledge of student backgrounds, and is familiar with expected pacing guideline.

The special educator tends to have expertise in knowledge of the learning process, individualization of instruction, understanding of legal issues and required paperwork, and maintains a focus on learning for mastery.
Specific benefits for students include:

Establishment of a respect for differences

Creation of a sense of belonging

Improved self-esteem

Increased attention

Provision of peer-models

Development of broader friendships

Specific benefits for teachers include:

Enhanced instructional knowledge base

Collaborative problem solving

Shared responsibility

Increased grouping options

Engaged Teamwork

Heightened creativity

Ability to provide individualized instruction

Models of Co-Teaching
There are six basic models of co-teaching. Each model has specific benefits and rationales for implementation. The determination of which model to use depends on the standard being taught, your goals for your lesson, and the needs of your students.
The Primary 3 Models Team Teaching
This is often the model that people picture when co-teaching is discussed. In team teaching, two teachers partner to share the same instruction for a single group of students. This model is best used when there is a clear benefit to having two people provide content - examples include: two ways to solve a math problem, instruction which is enhanced by two different perspectives, lessons involving compare and contrast, etc. While it is tempting to over-rely on this method because it is fun to teach with another adult, it should only be used when having two teachers providing the instruction enhances student learning.
Parallel Teaching
In parallel teaching, each teacher provides instruction to approximately half of the students. The resulting reduction in student:teacher ratio provides the powerful benefit of small-group instruction for all students. Additionally these groups can be carefully constructed to best facilitate differentiated instruction. There are times when parallel teaching is best done using heterogeneous groupings (an example of this is small-group discussion), and other times when it is best used for homogenous groupings (for example - new content instruction provided at different levels of complexity).
Station Teaching
Having two teachers present in the classroom enhances the benefits of station teaching. It allows for 2 teacher-led stations, or for 1 teacher to lead a station while the other teacher monitors on-task behavior and supports station transitions.
The Supporting 3 Models Alternate Teaching:
In this model, one teacher provides instruction to the group, while the other teacher works with a smaller group to provide pre-teaching, re-teaching, or remediation. The intention of this model is that the pull-out group instruction is brief, and is carefully timed to allow for the least impact due to missed content. Once the support has been provided, the students return to the whole-group setting.
One Teach: One Collect Data
While this model may be most frequently used to prepare for special education paperwork, this does not have to be the case. There is tremendous value in all kinds of data collection - including data collection of effective teaching practices. When co-teaching partnerships are grounded in trust and collaboration, they are the perfect relationships in which to collect and analyze potentially hard truths about instructional practices.
One Teach: One Assist
This model is the most frequently used, and the least effective for student learning. While it is often the place where co-teaching teams begin their practice, it should be moved away from as soon as possible. It can be a helpful model to use while teachers learn how to blend their work, since it allows both teachers to learn each others' teaching styles, expectations, and routines and procedures. It also provides time for the special educator to develop comfort with the instructed content, and for the general educator to learn effective strategies for working with students with disabilities.

"Ms. Taylor, you must be the smartest teacher because you teach both math and language arts."

Those are words, spoken by a general education student, that I will treasure forever - not because of the reference to being "the smartest," but because it so clearly demonstrated that, to my students, I am a content teacher - not someone who just helps out in the classroom, not the "IEP teacher," or the teacher of "those students," but, quite simply, one of the math teachers and one of the language arts teachers. Along with the acceptance of the special education teacher as just another classroom teacher, comes the mirror belief that the students who receive special education services are just regular members of the classroom community. There is no doubt in my mind that both of these pieces are the direct result of the implementation of co-teaching models in the classrooms I serve.
Getting Started with Co-Teaching
While the benefits of co-teaching are profound, there are many common pitfalls.

Like a marriage, effective co-teaching takes time and effort. Sharing your livelihood with someone else requires the development of trust. In strong co-teaching partnerships, instruction is so fluid that teachers can often finish each others' sentences, and an observer in the classroom might not be able to recognize which teacher carries which job title, but this ideal does not happen overnight. Co-teaching teams should expect three years of teaming before the model reaches full implementation. There are some ways to make this happen more smoothly.

Co-plan - I cannot state this strongly enough: It is not co-teaching, if you are not co-planning

Work with administration to establish common planning time for co-teaching pairs

Present a united front

Put both teachers names on the door, on assignments, and in parent communication

When referencing the class, identify both educators as its teachers

If possible, allow both teachers equal access to the electronic grade book

Establish shared expectations and procedures

Share the load. This includes:

Planning

Creating materials

Providing accommodations and modifications

Grading

Parent phone calls

Classroom set-up

Don't try to go too fast

Start with baby steps and then challenge yourselves to extend your practice

When challenges present themselves, don't give up! Problem solve and make an adjustment in practice.

Good luck! "This could be the beginning of a beautiful friendship."

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Co-Teaching: A Story of Arranged Marriage

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by Krista Taylor When we hear of marriage proposals, we often get misty eyed, imagining someone down on one knee, holding an expensive piece of jewelry, and eloquently making declarations of true love. Only one of my marriage proposals has been like this.

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Prezi presentation shows the benefits of co-teaching and why it is useful

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Prezi presentation shows the benefits of co-teaching and why it is useful

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This presentation will provide a bird's eye view of why co-teaching is an effective tool used in the classroom.

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Love the parallel, that co-teaching should be extended between same-grade/ content classrooms and then stretch the co-teaching to include multiple grades.  Aligning our teaching to connect through the grades and various content areas IS co-teaching and helps model cooperation and eliminate academic gaps.

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Love the parallel, that co-teaching should be extended between same-grade/ content classrooms and then stretch the co-teaching to include multiple grades.  Aligning our teaching to connect through the grades and various content areas IS co-teaching and helps model cooperation and eliminate academic gaps.

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Groupthink for good -- why teachers need collaboration: Heather Duncan-Whitt at TEDxWellsStreetED

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Strategies for Co-Teaching to avoid disaster:                     

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Strategies for Co-Teaching to avoid disaster:                     

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(a.) Align Philosophies-find commonalities and use as a springboard when you are stuck (b.) Capitalize on Differences- use your strengths and your co-teachers strengths to balance weaknesses (c.) Communicate- objectives and behavior management and include students
**Take home: Model Successful Collaboration for your 21st Century Students

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Co-teaching: Avoiding the Clash of the Titans: Jessica Stamler at TEDxMCPSTeachers

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A thorough webinar detailing strategies and considerations for educators in a co-teaching environment.

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A thorough webinar detailing strategies and considerations for educators in a co-teaching environment.

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