Because You Are the Best: Developing Résumés and Interview Skills

Dr. Maria Benzonmbbenzon@uh.edu

Rebecca Pelrpel@uh.edu

Mbbenzon.wikispaces.com

UTeach Conference 2014Austin, TX

Setting a Purpose

• Rate the quality of your resume.0 = non-existent1 = started, but not willing to show2 = decent, willing to show3 = pretty confident, ready for the job interview

• Think-Pair-Share– What is a concern you have with regard to

resumes and/or interviews?– What do you hope to get out of this session?

Agenda

Résumés Writing (45 min)• Compare/Contrast Résumés• Use ResumeCompanion.com• Action vs. Passive Verbs• MS Word Formatting• Résumés ChecklistInterviewing Skills (30 min)• Overview of Interview Responses• Group Interview

Compare/Contrast Résumés

• What is similar in the résumés ?• What is different in the résumés ?

• What do you like?• What do you not care for?

Microsoft Office Word 97 - 2003 Document

Share Out: Person who Sat Down First at the Table

Microsoft Word Document

Overview of RésumésChronological ResumeCharacteristics• Specifics of each job (dates, duties,

employer) and educational experience

• Presented in reverse chronological order (recent listed first)

Advantages• Easy to read, write and follow• Emphasizes continuity and career

growthDisadvantages• Dependent on past experiences

Functional ResumeCharacteristics• Focuses on strengths and skills areas

and de-emphasizes positions and dates

• Skills presented in categories before the Work History section

Advantages• Maximizes impact in important job

duties without “paid” experience• More flexibility in organizing

information (e.g. interests, skills)Disadvantages• Plays down direct job-related

experience with specific employers• Confusing for employers to read

“I don’t know what my job title was.” Solution: ResumeCompanion.com

“I don’t know what my job responsibilities were.”

Copy & Paste…. Don’t buy the resume!

Passive vs. Action VerbsExamples with Passive Verbs Examples with Action Verbs

"Was the boss of a team of six service employees"

CONCISE: 10 words (wordy)FOCUS of VERB: wasCOMMUNICATION: Non-action verb carries no inherent meaning

"Supervised a team of six service employees"

CONCISE: 7 words (concise)FOCUS of VERB: supervisedCOMMUNICATION: Action verb communicates the point immediately and strongly

"Did work with an athletic trainer on heat therapy treatments"

"Assisted an athletic trainer with heat therapy treatments"

"Used new technology to increase learning"

"Introduced new technology to increase learning"

"Utilized lesson plans to lead weekly science-based classes"

"Developed lesson plans to lead weekly science-based lesson plans

Action VerbsTHINK-PAIR-SHARE

•On 1 post-it note, write as many synonyms of the word(s) as possible in 1 minute.

•Compare ideas with a partner.

•Volunteer to share list.

Leadership Skills Communication Skills

Teaching Skills

Organization Skills

Technical Skills

Creative Skills

Awards

MS Word FormattingVIEW TAB• Show/Hide: Ruler

REVIEW TAB• Track Changes• Display for Review

– Final Showing Markup– Original Showing Mark-up

PAGE LAYOUT TAB• Margins

HOME TAB• Paragraph

– Show/Hide– Alignment: Left/Center/Right/Justify– Bullets– Indent: Increase or Decrease Indent– Line Spacing

• Tabs– Left/Center/Right/Decimal– First Line Indent– Hanging Indent

• Font– Effects: Small Caps– Effects: Superscript– Character Spacing: Spacing -->

Expanded or Condensed (points)

Microsoft Office Word 97 - 2003 Document

Show-Hide Ruler Adjust Margins

MS Word Formatting: View & Page Layout Tabs

Track Changes Display for Review• Final Showing Mark-Up• Original Showing Mark-Up

MS Word Formatting: Review Tab

MS Word Formatting: Home Tab

MS Word Formatting: Tabs

Sample Formatting: Tabs

MS Word Formatting: Indents

First Line Indent No Indent

MS Word Formatting: Fonts

Font Effects: Small Caps Spacing

Evaluate Résumés w/ a Checklist Use 12-point font (no less than 10). Avoid fancy fonts. Use a standard margin width of .75 to 1 inch. Align dates to the right margin (right justified). Use a single space after section headings and within sections. Use a double space between sections. Check spelling. Avoid abbreviations. Use consistent format for headings. (Ex: “bold” or “underline." Do not use both or mix.) Use consistent format for dates. (Ex: “6-25-12” or “June 25, 2012.” Do not mix). Align and indent bullets consistently throughout the résumé. Begin each bullet with an action verb. Use a consistent verb tense and grammatical structure in all bulleted lists. For cardinal numbers, spell out “one” through “nine.” Use Arabic numbers for 10 and above. Use consistent format for ordinal numbers. (Ex: “6th” or “sixth.” Do not use mix.) List experience and education in reverse chronological order. Do not exceed one page for professional résumés. (References go on separate document.) Do not exceed two pages for teaching résumés. Include your name and page number on the second page. (No selfies.) Teaching résumés use the following headings and heading order: Education, Certification,

Teaching Experience, and References. (Additional headings: Highlights of Qualifications, Objective, Volunteer Experience, Related Experience, Honors, Technology Skills, Language Skills)

Work w/ Table for 5 min

Share Out Results:

Who Sat Down Last at the Table

Interview Skills

• How do I best respond in an interview?– Be Specific– Be Concise– Answer the Entire Question– Smile

Example: Why did you decide to become a teacher?– While I was student teaching, I had the opportunity to take a student aside to

help him with a particularly difficult math concept that he was having trouble understanding. When I was able to show him a different way to approach the problem, and he 'got it', I knew that I had chosen the right field!

Interview Skills Practice

• Break into Groups of 6.– 3 People will be the Interviewees– 3 People will be the Interviewers who rate the

interviewees based on the responses. • Each interviewer will choose 1 question from

the list provided to ask all three interviewees. • Switch Roles

Interviewee RubricCriteria 1 – Unacceptable (50) 2 - Acceptable (75) 3 – Exceeds (90+) Score

Content of Response

• Response had minimal substance or relevance. • Response was not

concise nor specific.

END of INTERVIEW• No questions asked. • Questions lacked

thoughtfulness.

• Response was substantive or pertinent. • Response was concise or

specific.

END of INTERVIEW• One thoughtful question

was asked.

• Response was substantive and pertinent.• Response was concise and

specific.

END of INTERVIEW• Thoughtful questions were

asked.

Language of

Response

•Severely deficient grammar, pronunciation, and/or word choice.•Uses more casual or unprofessional language than professional language.

•Isolated errors in grammar, pronunciation, and/or word choice that reduces clarity and credibility. •Equally uses casual and professional language.

•Free of errors in grammar and pronunciation, and word choice aids clarity and vividness. •Uses more professional language than casual language.

Body Language

•Inappropriate gesturing or distracting mannerisms are visible.•Long silences and lengthy explanations.

•Appropriate gestures and some distracting mannerisms (i.e., nervousness) are visible. •Some silences or lengthy explanations.

•Appropriate gestures and no distracting mannerisms (i.e., nervousness) are visible. • Appropriate silences with appropriate lengths of explanations.

Most Common Interview Questions

Need to Self-Reflect1. Why did you decide to become a teacher?2. Describe the best lesson you ever taught.3. What is your teaching philosophy? 4. If you were hired, what type of classroom management structure

would you implement? 5. How have you used, and how will you use, technology in the

classroom? 6. Have you had experience boosting a student's self-esteem? If so,

how? 7. What would you do if a student refused to do his/her work?8. What was the worst lesson you taught? What did you learn from it?9. Who was your favorite teacher? How did they influence your

decision to teach?10.What are your three greatest strengths?11.What is your greatest weakness?12.Why should we hire you?13.If we were to hire you, what do you expect to struggle with your

first year at this school?14.How do you make learning fun?15.Create your own question!!!

Need to Research• Why are you a good

fit for this job and our school district?

• What makes you qualified for this teaching position?

• What extra curricular activities would you be interested in sponsoring or participating in after school?

• To what extent should students be able to use calculators in the classroom?

• Do you have any questions for me?

Resume & Interview Debrief

Share-Out & Jot-Down• What was tough?• What was easy?• What do you need to work on? Write 3 tasks

for your “To Do” list.• Q & A