1.Education [b][b]Liza’s Resume [b]Liza N. Sinclair [b]377 Winding Way [b]Woodbury NJ 08096 [b](856) 853-9902 [b][b]OBJECTIVE [b]A position as a high school history/social studies teacher [b][b][b]KEYWORDS [b]Teacher. High School. BA degree. History. Social Studies. Government. [b]Civics. Curriculum. Discipline. Varsity Athlete. Tennis. Honors. Coach. [b]Swim Team. Advisor. Planning. Student Government. Scholarship. Activities. [b]Team Teaching. Whole Language. 4 Blocks. Microsoft Office. Word. Access. [b]Excel. [b][b]EDUCATION [b][b]Boston College, Boston MA [b][b]Bachelor of Arts. June 2001. Major: American and World History with [b]emphasis on government. Minor: Secondary Education. [b][b]Financed 80% of education through employment, summer jobs and scholarships. [b][b][b][b]Woodbury Junior-Senior High School, Woodbury NJ [b]Diploma. June 1997. [b]National Honor Society. New Jersey State Scholarship recipient. Student [b]Council President. Varsity Athlete (tennis and swimming). Excellence in [b]History and Social Students award. [b][b][b][b]TEACHING/COACHING EXPERIENCE [b][b][b][b][b]Student Teacher, New Bedford High School. New Bedford MA [b]Planned, developed and implemented curriculum for six US History classes [b]for high school sophomores and juniors. Effectively organized time, space [b]and resources to balance heavy workload and deadlines. Managed classroom of [b]30-35 students, effectively instructing and evaluating learning while [b]maintaining discipline. Planned extracurricular learning activities. [b]Advised Interact Club. (Jan. - June 2001) [b][b][b][b]Tutor, Sylvan Learning Center. Boston MA [b]Instructed junior and senior high school students in the areas of History, [b]English and study skills. (Sept. 2000 - present) [b][b][b][b]Assistant Coach, YMCA/Gloucester County Swim Team. Woodbury NJ [b]Coached swimmers ages 10-12 (summers, 1999-2000) [b][b][b][b]Counselor, Madison Center Park Recreation. Somers Point NJ [b]Taught, coached and led groups of 10-15 students (ages 12-15) in various [b]activities. Planned and implemented curriculum for the Learn While You [b]Laugh program. Supervised day trips. Corrected disciplinary problems. [b]Interacted with parents and senior staff members. (summers, 1997-98) [b][b][b][b]ACTIVITIES [b][b]Student Government Representative, Boston College, 1997 - 99; President [b]2001 [b]Varsity Tennis, Boston College, 1998 - 2001 [b][b]Varsity Swim Team, Boston College, 1997 - 2001 [b][b]Dormitory Council, Boston College, 1999. [b][b]2.Economics [b][b]Justin’s Resume [b]Justin has chosen to use a combination of chronological and functional [b]formats for his resume, which he typed on his computer using Arial, a [b]common sans serif typeface found in most word-processing programs. [b][b]Heading [b][b]Justin includes contact information for his near-campus apartment and for [b]his parents’ home, along with an e-mail address that he’ll keep for at [b]least a year after graduation. Employers should be able to find him easily. [b]Unfortunately, Justin has committed several minor errors—he omitted his [b]ZIP code under “Campus Address” and typed his telephone numbers in two [b]different styles, using a slash between the area code and local number [b]under “Campus Address” and a hyphen between the area code and local [b]number under “Home Address.” Watchful employers will wonder about his [b]attention to detail. [b][b]Objective [b][b]Justin includes a simple, direct objective. He’s clear about the kind of [b]position he wants. Employers generally like that approach. [b][b]Education [b][b]Why didn’t Justin include his GPA along with his degree information? [b]Employers will wonder. [b][b]Work Experience [b][b]Justin separates his work experience into “related” and “other” [b]categories—and he lists his “related” experience by its importance to [b]the job he’s seeking, not in chronological order. [b][b]Related Course Work [b][b]In another minor departure from tradition, Justin sandwiches his list of [b]related courses between “related” and “other” work experience. He wants [b]employers to see his work experience before his course work—but only the [b]experience that relates to the job. [b][b]Professional Honors and Activities [b][b]Justin shows he’s been both active and proficient in his chosen field. [b]That should impress employers—and assure them that his GPA can’t be all [b]that low. [b][b]Missing Pieces [b][b]Justin held several other part-time and summer jobs before the ones he [b]included on his resume, but chose to omit them in favor of including [b]experience and course work he believes is more relevant to the job he’s [b]seeking. Wisely, he realized that it would be better to omit old [b]information than to send employers a two-page resume. [b][b]3. Meterology [b][b]Haley’s Resume [b]Haley uses a traditional chronological format for her resume, which she [b]prepared using Arial, a common sans serif typeface found in most word [b]processing programs. To make everything fit on one page, she uses a smaller- [b]than-recommended size—nine points—for the type. [b][b]Heading [b][b]Haley includes contact information for her near-campus apartment as well as [b]for her parents’ home, plus an e-mail address that she’ll keep for six [b]months after graduation. Employers should be able to find her easily. [b][b]Objective [b][b]Haley keeps her objective simple and clear. Employers won’t be left [b]wondering what she wants. [b][b]Education [b][b]Where is Haley’s GPA? Employers may wonder why she didn’t list it. [b][b]Research/Employment Experience [b][b]Haley packages paid and unpaid experience together in reverse chronological [b]order to show her experience in her field. Because her responsibilities [b]increased with each experience, this approach makes sense. [b][b]Computer Skills [b][b]Haley includes a short section that shows employers she knows both [b]technical and business programs. [b][b]Conference Presentation [b][b]Haley creates a special section for a poster presentation she was chosen to [b]make at a national conference. [b][b]Honors and Activities [b][b]Haley also creates separate sections for honors—two scholarships and [b]attendance at a student leadership conference—and activities. She shows [b]employers she has both depth in her field and breadth in her personal [b]interests. [b][b]Missing Pieces [b][b]Haley chose to omit the summer jobs she held when she was a high school [b]student as well as a listing of her related course work. There just wasn’t [b]room on the page. Given her experience, employers aren’t likely to miss [b]that information.