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Kamis, 23 April 2009

teaching

How to Write Teaching Resume

April 23rd, 2009

Teaching, the profession of a teacher is one of the oldest professions in the history of the civilization. Teaching is the most enduring profession in the world history, the job for honour and pride. Recruitment in academic segment has tremendously increased over the years. Like any other profession, the experience is the utmost thing that speaks about a teacher’s resume.

A teaching resume a short document which should be planned, organized, and well written. Several things are to be taken care while writing a teaching resume. Usage of proper keywords, verbs, adjectives, adverbs, should be done. One should even concentrate upon the usage of font and its size. Teaching resume writing should concentrate more on the writing pattern.

A systematized and well implemented resume can grasp a hiring manager’s attention in a just 30 seconds glance. There are several thoughts about writing a correct resume, but every employer requires a strong resume. An employer always looks for the target in the resumes. A resume is nothing more than a personal marketing tool or a neatly written and organized advertising for a job seeker.

The teaching resume writing should be done with a little care and originality. A resume should properly declare the name of the candidate, followed by the personal details like residential address, phone numbers, and e-mail. The job seeker should state some basic prolific features like excellence in interpersonal communication, relationship management, and presentation skills. The next section should focus on candidate’s career objective. The section should contain a few qualities of the candidate.

The career objective should be properly written mentioning some usual qualities and principles of the candidate like leadership qualities, punctuality, positive attitude, and reliability etc.

A candidate applying for the post in teacher should have a resume which highlights the motivational and ambitious features. A resume should properly declare the name of the candidate, followed by the personal details like residential address, phone numbers, and e-mail. The job seeker should state some basic prolific features such as his educational qualifications and work experience. A candidate must put forward his specialized field in the resume, on which he/she have excelled.

A strong teaching resume not only depicts the knowledge, intellect and caliber of the candidate. It is rather evaluated on the basis of decision making and teaching method. The various awards, certification, ceremonies attended should be put in a different section of achievements. The various training related programmes and degrees or diplomas achieved by the candidate should be highlighted. These categories of a resume should be written in reverse chronological order.

Any skillful roles that can be enacted by the candidate make a resume interesting. In educational background a candidate may go thorough in his/her relevant scholastics. The candidate can write a little about his schooling and unnecessarily he should not put any such information which is not relevant. Finally, a candidate applying for post of teacher can put his/her personal statement and can depict his/her sports achievements off any level.

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How to Write Medical Resume

April 18th, 2009

Medical science enhances the possibility and prospect of human medicine to overlap with many other fields. It involves highly-trained health professionals, medical practitioners, nurses, emergency medical technicians and paramedical professionals.

Health care and medical science is a conjunctive discipline which comprises laboratory scientists, pharmacists, physiotherapists, respiratory therapists, speech therapists, occupational therapists. Radiographers, dietitians and bioengineers embrace together in the delivery of modern health care. It also contains managerial posts like hospital supervisors, health care coordinators, medical assistants, medical Insurance clinic managers, and other staffs.

Today, even in the age of competitive market, medical science still offers immense jobs for medical practitioners, technicians and interdisciplinary professionals. Numerous hospitals, nursing-homes, and health-cares take highly skilled and qualified medical professionals and medical students. Knowledge, skill, and qualification definitely certify a professional’s prospect through a medical resume.

A resume, when carefully planned and developed serves as a self-marketing document that communicates one’s career objectives and value to a company or organization. A resume written in an appropriate format summarizes educational and academic history. It contains personal details, career objectives, summaries, experiences, reference statements, personal interests, salary history in brief. Resumes are regularly shorter than CV’s, since the emphasis is on concision. As they say resumes take hold of 30 seconds attention of an employer, it is certainly true. But that is not implied in medical fields.

Medical resume can be 1-3 pages, and special attention should be given in the areas of specializations, experience and qualifications.

There are several opinions about the format and styles of writing a strong resume. The styles may vary from being chronological, functional or combination. A chronological resume itemize a candidate’s job experiences in reverse chronological order. A functional resume emphasizes specific professional competence and knowledge. Resume summaries a candidate’s underlined certified aptitudes. A medical and health care resumes need to be written much like management resumes. One may need separate section which can highlight medical, clinical, professional and technical skills. It may be put in chronological order or some may prefer to put them into a separate section as combination of his/her experiences. Irrespective of the format or style, graphics or font, a medical resume should entail all necessary details and experiences of a job candidate.

A medical resume must illustrate the specialized areas like surgeries or clinical practices. The resume must contain the activities section. The activity section may include campus and community activities or memberships in any professional organizations. Any specific thesis or research details made by the candidate should be specified in the resume. The personal section which generally comes at last in case of functional resumes must contain certifications, awards, security clearances, citizenship, etc.

A strong resume must highlight a candidate’s strength. It must communicate the job seeker’s qualifications, skills, and objectives to the hiring company. It should contain full contact information and personal memorandum especially the contact numbers, addresses, e-mail ids, etc in a precise and summarized manner. It should be organized, and provide specific information regarding career interest and should procure relevant experience and achievements to reveal one’s positive
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teaching
UCSB TA DEVELOPMENT PROGRAM
Contact:
Shirley Ronkoswki, Ph.D.
TA Development Program
Kerr Hall 1120 Q
Phone: 893-3341
Email: shirley@id.ucsb.edu
Website: http://www.id.ucsb.edu/ic/ta/ta.html
How to Help Students Remember and Understand
“Werenʼt they listening?”
Has this happened to you? –
�� You tell the students the information they need to know, but five minutes later theyʼre asking questions that make you think they never heard what you just said.
�� Students can recite back parts of what you told them or what they read, but donʼt seem to be able to apply it to solve problems or answer discussion questions.
This handout explains why this might happen and what you, as a TA, can do about it.
Three Key Processes that Lead to Meaningful Understanding
According to the generative theory of learning (Mayer, 1997), in order for meaningful learning to take place (as opposed to rote learning), students need to successfully engage in the following three processes:
1) Selecting – knowing what to pay attention to; being able to distinguish relevant
from irrelevant material; identifying the most important ideas.
2) Organizing – being able to organize the material into a coherent representation;
seeing how concepts relate to each other (e.g. cause and effect, etc.)
3) Integrating – connecting these new ideas with their existing knowledge.
�� Students, especially those unfamiliar with the material, often need guidance to help them process and make sense of what was said.
So, what can you, as the TA, do to help them?
�� Use SIGNALING when you explain material or lead discussions
Signals are explicit cues that:
• Emphasize what content is most relevant
• Emphasize how ideas, concepts, terms are organized and how they relate to each other Suggestions for how to apply signaling in discussion and lab sections:
1) Start with a “Title” that indicates the main purpose or themes of that dayʼs section.
Example: Write it down on the board, or if thatʼs not possible, state it clearly before class starts
Rationale: Titles and headings label the dominant theme of the section providing a framework to help students select and focus on the main point; it gets them “ready to learn.” (Lorch, 1989; Meyer, 1975).
UCSB TA DEVELOPMENT PROGRAM
2) Do a brief preview at the beginning, and/or a summary near the end of discussion.
Examples: �� write an outline on the board with some of that sectionʼs main points
�� before starting, give examples, ask general questions, and tell them that these
are the topics that youʼll be addressing today
�� before finishing, ask students to generate the main points of the discussion
while you summarize them on the board.
Rationale: It helps students see how main concepts or themes might be related. It repeats the
central points and helps them keep them organized in their minds.
3) Use enumeration signals to help students keep track of main points
Example: Create short lists: “There are three main points you need to keep in mind…,” “First…
.. Second … Finally…” “What are the three main reasons we discussed…,”
Rationale: These devices make the topic structure more explicit. They help students see how the
points are related, help them notice sequencing, and help them retrieve the information
later on.
4) Use explicit connecting phrases to emphasize how main points are related.
Example: Insert phrases like, “Because of this…” “As a result…” “Therefore…” in your
explanations
Rationale: Phrases like these help make connections between concepts more explicit thereby
reducing ambiguity about how two ideas may be related. They generally point out
cause-effect relationship and help students make appropriate inferences. This is
especially important when students may not have adequate priorknowledge of the
subject to know how two concepts might relate.
5) Use relevance indicators to emphasize the importance of certain points.
Example: Say things like, “Itʼs important to note” or “This is a major reason why…”
Rationale: These devices identify which information is relevant to the topic, and therefore, which
information may be important for students to to remember
6) Use vocal emphasis and pausing
Example: When making a key point, slow down your speech and use a different intonation to
emphasize the significance of the point. This is the equivalent of bolding or italicizing in text.
Rationale: This makes the key points stand out more, and gives students time to process what
was said.
Summary
�� Signaling helps student engage in the processes of selecting, organizing, and integrating information – processes which are key to constructing meaningful understanding.
�� If you are explicit about whatʼs important, how concepts are related, and where it all fits into the big picture, then students will not only be more likely to remember the information, but they are also more likely to be able apply it to solve problems and to relate it to other concepts in the future.
UCSB TA DEVELOPMENT PROGRAM
Contact:
Shirley Ronkoswki, Ph.D.
TA Development Program
Kerr Hall 1120 Q
Phone: 893-3341
Email: shirley@id.ucsb.edu
Website: http://www.id.ucsb.edu/ic/ta/ta.html
Research Evidence
In a recent study on campus, experimenters gave two groups of college students a short text on how airplanes achieve lift. The passages that each group received were identical except that one had a few signaling devices added, including a couple of headings, a brief overview paragraph (“There are three main points you need to focus on…”), and a few connecting phrases (“because of that” and “as a result”). No additional content was added, just these few signals. The students were then tested on how well they could remember and apply the information to solving problems. Those who received signaling did significantly better on the problem-solving tests. This was especially evident in a second study in which the students just heard a recording of the passage, rather than read it. This supported numerous other studies that demonstrated that adding a few signals really pays off in helping students understand and remember unfamiliar material. (Mautone & Mayer, 2001, Loman & Mayer, 1993: Lorch, 1989;, Meyer, 1975).
References
Loman, N.L. & Mayer, R.E. (1983). Signaling techniques that increase the understandability of expository prose. Journal of Educational Psychology, 75, 402-412.
Lorch, R.F., Jr. (1989). Text signaling devices and their effects on reading and memory processes. Educational Psychology Review, 1, 209-234.
Meyer, B.J.F. (1975). The organization of prose and its effects on memory. New York: American Elsevier Publishing Company, Inc.
Mautone, P. D. & Mayer, R. E. (2001). Signaling as a cognitive guide in multimedia learning, Journal of Educational Psychology, 93, 377-389.
Rickards, J.P., Fajen, B.R., Sullivan, J.F., & Gillespie, G. (1997). Signaling, notetaking, and field independence-dependence in text comprehension and recall. Journal of Educational Psychology, 89, 508-517.
Prepared by P. Mautone, Ph..D. Candidate in Cognitive Psychology, for the TA Development Program, UCSB 1/2004
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General Teaching Council for Scotland

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The General Teaching Council for Scotland is a Scottish public body. It is the professional regulatory body for teachers in Scotland.

It was the first professional registration body for teachers in the United Kingdom, and one of the first teaching councils in the world.

It has three areas of responsibility:

  • to maintain and enhance professional standards of Scotland's teachers
  • to support new teachers through the Standard for Full Registration
  • to work with partner organisations across the world

It was set up in 1965 under the Teaching Council (Scotland) Act 1965 following concerns that entry requirements had lowered after the Second World War and unqualified teachers were working in Scottish schools [1]. Its powers, remits and duties have been amended by the Teaching and Higher Education Act 1998 and the Standards in Scotland's Schools etc Act 2000

[edit] Functions

  • to maintain The Register of teachers who are eligible to teach in public sector schools in Scotland
  • to review the standards of education, training and fitness of people entering the profession in Scotland and make recommendations to Ministers
  • to oversee the probationary period for teachers
  • to keep informed of the education and professional preparation of teachers in the higher education institutions and review and accredit teacher education programmes
  • to accredit all Chartered Teacher Programmes and modules and award the The Standard for Chartered Teacher
  • to accredit all programmes and modules leading to the award of the Standard for Headship
  • to make recommendations to ministers on Continuing Professional Development and staff development review of teachers
  • to determine whether Registration is to be refused or withdrawn on the grounds of professional Conduct

Its powers are soon to be extended to include removal from the register on the grounds of competence.

[edit] See also

[edit] External links

This article about an organisation in Scotland is a stub. You can help Wikipedia by expanding it.
This article related to government in the United Kingdom or its constituent countries is a stub. You can help Wikipedia by expanding it.
Retrieved from "http://en.wikipedia.org/wiki/General_Teaching_Council_for_Scotland"
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Teaching abroad

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This article has multiple issues. Please help improve the article or discuss these issues on the talk page.
  • Its tone or style may not be appropriate for Wikipedia. Tagged since May 2007.
This article needs additional citations for verification. Please help improve this article by adding reliable references (ideally, using inline citations). Unsourced material may be challenged and removed. (May 2007)

Teaching abroad is a catch phrase used in first world countries for temporary teaching assignments outside of their home country.

Contents

[hide]

[edit] Overview of different programs

There are many different programs that exist to help people to teach abroad. Three often-used paths for American teachers are going through the Department of Defense, teaching at an International School, or going through another program to teach English abroad. Here we will take a closer look at these three options. Keep in mind that for the International schools, and to teach English abroad, an additional organization must be used to help set up connections. Right now, I have chosen to examine one program of each, but many more exist.

[edit] U.S. Department of Defense

Teaching at a DOD school is much like teaching at a school within the United States. The schools enroll the children of military and DOD civilian employees. There are currently 222 public schools in “13 foreign countries, seven states, Guam, and Puerto Rico” (DOD). There are 8,785 teachers working in these schools. The DOD works to keep the school atmosphere and level of learning comparable to schools within the U.S.

The U.S. Department of Defense (DOD) has several requirements that need to be met before submitting an application. The most important one, listed in bold on the website, is to be physically and mentally healthy. Applicants must also be citizens of the United States. There is no way to request a region in the DOD program, which means that applicants must be prepared to be sent anywhere in the world. There also is the opportunity to teach in Iraq for the reconstruction mission; however, that has a separate application process and is not included in the general application. This is a completely separate process from the main Department of Defense teaching opportunities. A bachelor’s degree is needed, although not necessarily in the field of education. According to the Department of Defense website, “A baccalaureate degree from an institution accredited by a regional accrediting association is required. Academic preparation of at least 40 semester hours (SH) in general education course work distributed over such fields as English, history, social studies, mathematics, fine arts, languages, science, philosophy, and psychology is required. In addition, a minimum of 18 SH of professional teacher education course work in such areas as learning process, measurement, philosophy, psychology, social foundations, methods of teaching and curriculum applicable to the type and level of the position for which applying is required”. [1] The DOD requires student teaching experience from their applicants. These are the most stressed requirements of the DOD, but more are listed on their website. The link to that site is Department of Defense.

The benefits from the DOD are very clear-cut. Salary is based upon the size of the school jurisdiction. It will reflect the approximate salary of the same size jurisdiction in the United States. There are health benefits that teachers can choose to take part in.[2] Retirement plans are also available, and are the same as all other government workers.[3]

Those teaching abroad through this program will receive a “living quarters allowance”, which will enable them to offset the high cost of renting a home. Additionally, some may be given government quarters, especially if they are traveling/living alone.

The length of placement in the DOD program varies depending on location. Most placements are either one or two years. Locations that require a two-year commitment include: Belgium, England, Germany, Italy (other than Sigonella and La Maddalena), Japan (other than Misawa and Okinawa), Netherlands and Spain. Locations that only ask for a year-long commitment are: Bahrain, Cuba, Iceland, Italy (Sigonella and La Maddalena), Korea, Japan (Misawa and Okinawa), Portugal (Azores) and Turkey

When working for the DOD an agreement must be signed that the teacher will remain overseas for the entire tour of duty. The government pays for transportation overseas and back for both the teacher, the family accompanying the teacher, and the household goods making the move. Occasionally the shipment of cars will also be covered by the U.S. government.

Health care through the DOD is usually whatever the local country provides. Only in emergencies will teachers be sent to American military hospitals or dentists offices. For the most part, teachers will use the same health professionals as the locals of the country. Many times these professionals are not up to American standards, one of the reasons the DOD insists on healthy applicants.

In this program, unlike many others, there is no cost associated with going overseas. As far as I can tell without actually submitting a full application, there is no cost associated with applying for a position.

[edit] International volunteer programs

Teachers can teach abroad through an international volunteer program. Costs to participate as a volunteer vary depending on the organization, the country and the length of the program. International volunteer programs usually vary in length from 2 to 12 months. Volunteers most often teach English but other subjects can also be covered, such as computer skills, AIDS/HIV awareness, science, math, etc.

== International schools ==

International schools are private schools that cater mainly to children who are not nationals of the host country, often the children of the staff of international businesses, international organizations, embassies, missions, or missionary programs. They are also often popular with local students who wish to improve their language skills.

International schools often accept applications directly from teachers through their website. See a list of international schools.

Teachers can also find employment at international schools through services such as the International Schools Services Corporation[4] and the Council of International Schools.

[edit] International Schools Services Corporation

The ISS is a nonprofit corporation has been around since 1955 and works to,“advance the quality of education for children and to respond effectively to the educational needs of teachers and administrators abroad whether in cosmopolitan capital cities or remote rain forests” (ISS). It offers a variety of services including an educational staffing program.[5]

[edit] Council of International Schools

The Council of International Schools (CIS) is "a not-for-profit association of schools and post-secondary institutions working collaboratively for the continuous improvement of international education".[6] CIS offers many services including school accreditation, teacher recruitment and free access to their school directory.[7]

[edit] External links

[edit] References

  1. ^ DoDEA: The Department of Defense Education Activity
  2. ^ Office of Personnel Management Insurance Programs Main Page
  3. ^ FEGLI Home Page
  4. ^ International School Services
  5. ^ http://www.iss.edu/edustaff/qualifications.html Requirements / Qualifications
  6. ^ Link Lookup
  7. ^ https://www2.securesiteserver.co.uk/cois/pif/pifstart.asp Requirements / Qualifications
Retrieved from "http://en.wikipedia.org/wiki/Teaching_abroad"
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Teaching and Higher Education Act 1998

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The Teaching and Higher Education Act 1998 was enacted by the United Kingdom Parliament on 16 July 1998, in order to improve the standards of teaching in the UK through the establishment of statutory General Teaching Councils (GTC's) for England, Wales and Northern Ireland and the modification the remit of the General Teaching Council for Scotland. The act also made provision for the new system of student loans that were introduced, and introduces paid leave from work for training towards a qualification. The passing of this act repealed the Education (Student Loans) Act 1998, and the sections relating to student finance in the Education Act 1996. The student loans system was later updated in the Higher Education Act 2004.

The Teaching and Higher Education Act is divided into four parts, which can be summarised as follows:

Contents

[hide]

[edit] Part One

[edit] Chapter One

[edit] Chapter Two

  • Headteachers in schools in England and Wales (with some exceptions) must have a professional headship qualification.
  • This chapter also makes provision for the inspection of teacher training institutions.

[edit] Chapter Three

  • All Newly Qualified Teachers in the England and Wales are required to pass an induction period of three school terms (one school year). At the end of this period the headteacher is required to make a recommendation to the appropriate body as to whether the new teacher has achieved the standards set by the GTC.

[edit] Part Two

  • This section outilines, in very broad terms, the system of student loans in the UK. A non-governmental body is to set up (see Student Loans Company) to administrate the awarding and recovery of these loans. The Student Loans Company is not directly mentioned in this section however; the statute only calls for the Secretary of State to administrate these loans.

[edit] Part Three

  • An insert to the Employment Rights Act 1996 which states that any employee who is 16 or 17, and not in full time education, and 'has not attained such standard of achievement as is prescribed by regulations made by the Secretary of State', is entitled to take time off their working hours to undertake training for a qualification.
  • 'An employee who is permitted to take time off...is entitled to be paid remuneration by his employer for the time taken off at the appropriate hourly rate'

[edit] Part Four

  • Miscellaneous additions, including the re-affirmation that the only educational services in the UK allowed to use the title 'University' are those that have been established by Royal Charter or approved by the Privy Council.

[edit] External links


Retrieved from "http://en.wikipedia.org/wiki/Teaching_and_Higher_Education_Act_1998"
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