“Your calling is where your deep gladness and the world’s deep hunger meet.”
Table of Contents
- The Parts of a Teacher's Resumé
- DOs and DON’Ts of Writing the Resumé
- Resumé Samples
- The Professional Portfolio
- The Professional Portfolio Artifacts Checklist from A to Z
- Organizing Your Cover Letter
- Writing Your Educational Philosophy
- Tips for Demo Lesson
- Ten Tips for Interviewing for Your First Teaching Job
- Sample Interview Questions
- How You Are Rated On Your Interview
- Can’t Get a Classroom Teaching Job Right Away?
- Teacher Certification and Licensure Web Sites
- Job Search Resources for Teachers in Public and Private/Independent Schools
- Suggested References
Adapted from the Boston College Website
- Home address
- College address (include zip code and phone number)
- Email address
- Professional Objective
- Non-specific approach - use the word "prefer", it leaves you open, i.e. "prefer to work in an educational setting". Be careful not to be too broad.
- Specific approach - type of classroom or specific grade
- Summary of Qualifications
- Tie together what you feel that you have accomplished in your program
- A personal touch
- What are your assets
- What are your personal attributes, i.e.:
- interpersonal relations
- communication skills
- perseverance through student teaching experience
- Do the job for the employer by highlighting abilities and qualifications in summary form.
- Name of institution attended
- Location (town, state)
- Degree and when received
- Areas of concentration (if you took courses which highlight your abilities, add them); or certification area
- Other high points (dean's list, scholarships, excellence awards)
- GPA (optional, if consistent over the years)
- Student Teaching Experience
- School System (start with most recent heading); location
- Describe what each placement is all about.
- Describe basic responsibilities (highlight 2 or 3) and duties performed.
- What did you gain from each experience? What skills did you use?
- Career-Related Work Experience
- Name of employer
- Duties and Responsibilities (use action verbs that highlight skills)
- Non-Career-Related Work Experience (optional, include if there are transferable skills, such as “people skills” or if you are a career-changer who needs to account for previous years of employment)
- Same as above if you choose to separately describe each position.
- Be sure to highlight it if you have financed education by working part-time, i.e. work study, odd jobs, etc.
- Extra-Curricular Activities
- University related activities and organizations
- Name of organization
- Your role (President, Treasurer, etc.)
- Responsibilities (optional if they show skills you used)
- Highlight your leadership experience and skills. They do not have to be solely university related.
- Non-university activities and organizations
- University related activities and organizations
- Interests (indicates well-rounded individual)
- Emphasize your education and experience in areas of particular interest to school districts. For example: coaching, multi-ethnic education, reading, remedial education, etc.
- Emphasize special skills or abilities (languages spoken, technology skills)
- Credentials or References
- Include the names and contact information for 2 or 3 references
- Student teaching experiences are of utmost importance.
- Education resumés can be two pages.
- Organization is important in resumé format.
- Communicate effectively - no need to be flowery - stick to the point!
- No errors of any kind are acceptable.
- Flexibility and willingness to relocate will be a big factor when seeking employment.
- Use attractive quality paper.
- Use a readable font (preferably 12 pt).
- Be concise and specific in your objective.
- Use phrases and words that are positive and action-oriented.
- Limit the number of pages to two.
- Include your name and Page 2 at the top of the second page.
- Check spelling, grammar and punctuation carefully.
- Have several people proofread your resumé.
- Consider stating that you have a portfolio, upon request.
- Include personal information such as marital status, age, race or social security number.
- Use flashy graphics or fonts.
- Use the words: I, me, my.
- Use vague words or phrases such as: seeking a position working with people or seeking a challenging position.
- Start phrases in the Experience section with Responsible for.
- Use abbreviations.
- Include high school information in your Education section.
Good Verbs to Use in Resumé/Cover Letter
Assigned, Coordinated, Evaluated, Organized, Planned, Produced, Scheduled, Collaborated, Moderated, Identified, Investigated, Reviewed, Encouraged, Explained, Designed, Developed, Established, Assisted, Demonstrated, Facilitated, Monitored, Prepared, Accomplished, Completed, Conducted, Consulted, Implemented, Studied
Cick on one of the resumé samples below to see a full-sized PDF.
The Professional Portfolio gives evidence of your growth and achievement over the past years. It will allow you to document and display the beliefs and practices that you have developed and implemented, as well as offer a reflective view about your role as a teacher. You can use this tool to give evidence of the many skills and abilities you have learned. It provides a venue to demonstrate your thinking strategies and show your professional growth in diverse educational situations as well as your professional and personal attitudes towards teaching and learning.
Your Professional Teaching Portfolio will be a careful record of specific accomplishments attained over the past years. We suggest that you include the following:
- Table of Contents - showing sections or organization
- Background information
- Educational Philosophy – a statement, self-reflection, documenting what you believe about students, teaching and learning, personal goals, things you want to achieve during your career
- Teaching Artifacts and Reflections Documenting Teaching Activities
- Overview of a unit plan
- Consecutive lesson plans
- Thematic units
- Student work samples – related to lessons or units included in the portfolio
- Evaluation of student work
- Reflective commentary by the cooperating teacher
- Supervisor’s comments and observations
- Additional units/lessons/work as appropriate
- Case Study
- Your own reflections
- Sample Letter to Parents
- Letter of permission if you are using photos of the children or the sites
- Lesson Plans that have been modified and adapted for children with special learning needs.
- Student and parent sentiments
- Samples of college work – case studies, projects related to teaching
- Original ideas – anything spectacular and inventive for the classroom
Your artifacts may be accompanied by a brief, identifying caption. (title of the artifact, date produced, description, purpose, evaluation or any other comment)
- Professional Information
- Letters of recommendation
- List of professional activities
- Awards and commendations
- Committee membership
- Community involvement
- Ways of Displaying your Portfolio
- Decide on an underlying theme – can be discrete or bold
- Use high-quality paper and plastic inserts
- Use graphics
- Make attractive inserts
- Use divider pages
- Can be creative, but maintain a dignified and professional tone
- Create a CD
- Important items from the portfolio to give to the administration
Possible Interview Questions Regarding Your Portfolio
- What evidence in your portfolio supports your strengths?
- What do you consider the most important artifacts in your portfolio?
- Which lessons included in your portfolio did students most enjoy?
- Which artifact best represents you?
- Describe a lesson which demonstrates your educational beliefs.
Excerpted from What Every Teacher Should Know About…
Items you MAY wish to include – these are suggestions:
- Action Research
- Anecdotal Records
- Article critiques or summaries
- Awards and Certificates
- Bulletin Board Ideas
- Case Studies
- Classroom Management Philosophy
- Community Resources
- Computer Programs
- Cooperative Learning Strategies
- Curriculum Plans or Units
- Committee Memberships
- Department or grade-level meeting minutes
- Evaluations written by Supervisors or Professors
- Field Trip Plans/Ideas (with students)
- Classroom Floor Plans
- Goals and Objectives
- Grading Policies
- Individualized Plans for Children – examples
- Interviews with students, parents or teachers
- Jigsaw approach
- KWL technique
- Lesson Plans
- Listing of Motivational strategies
- Letters from students or Parents
- Mastery Learning Approaches
- Notebook Samples
- Original Ideas
- Photos of Student Performance
- Photos of Classroom Environment
- Position Papers
- Peer Reviews
- Philosophy of Education
- Questions and Questioning Techniques
- Reading Strategies
- Self Assessment Instruments
- Socialization Approaches
- Simulated Experiences
- Student Contracts
- Self Evaluations
- Teacher-Made Materials
- Theme Studies
- Teamwork Approaches
- Test Prep Strategies
- Unit Plans
- Videotapes of lessons taught
- Volunteer Work Experiences
- Work Experiences
- Xtra carefully edited materials
- Yearbook and/or other publications
- Zen/yoga activities for children
- Zoo or Zoological experiences
Cover Letters should do more than say you are looking for a job. Do not let your resumé speak for itself; use the cover letter to highlight special strengths you have that may not jump off the resume. Keep this to one page. Use simple language and action words. Personalize the letter you send out—do not send it “To whom it may concern.” (Adapted from Expert Resumes for Teachers and Educators. W. Enelow and L. Kursmark. 2005, JIST Works.)
Format: Use typical business formatting, beginning with the date, a return address, and the address of the recipient.
Salutation: Address your letter to the principal of the school. Make sure that you spell the name correctly, and use his/her correct title. If you are not sure, call the school to find out this information.
Opening Paragraph: Identify the position for which you are applying, and write a bridge statement referring to your qualifications.
Second Paragraph: Include the reason why you are qualified for this teaching position, and outline previous student teacher/work experiences that you think make you a good candidate for the position. Make it catchy. Don’t repeat your whole resumé.
Third Paragraph: Thank the principal for taking the time to review your letter and resumé, and create a clear and positive ending.
Closing: Close your letter with “Sincerely” or “Respectfully Yours”. Type and sign your name.
Excerpted from J. Combs, Writing Your Own Educational Philosophy
The following are some suggestions for you to consider as you develop and write your own educational philosophy.
It is important to be aware of your own educational philosophy since it helps you focus on why you make the decisions that you make when you plan for your lessons and implement these lessons. Through the writing of your own philosophy, you will see more clearly your own goals and values. Your Educational Philosophy is a description of your goals and beliefs as a teacher. There really is no such thing as "the" philosophy; our philosophies are a reflection of our own beliefs, experiences, and training.
Your philosophy is a statement of PERSONAL beliefs and how these will be put into action in your classroom - the philosophy is not a theoretical essay on education but an action plan for you. It is often used by administrators to judge whether the applicant is the "kind of person that I would want in my school or teaching my children.”
You may wish to approach the development of your philosophy by considering the following:
Why do you want to teach?
- What is the purpose of education?
- What is your role as an educator?
Whom are you going to teach?
- Specifically, how will you reach the wide diversity of children that you will have in your classroom?
- How do you define your community of learners?
How and what are you going to teach?
- What are your beliefs about how children learn?
- How will these beliefs impact your teaching? For example...
- classroom management
- instructional strategies
- curriculum design
- What are your goals for your students?
- How do you balance the needs of individuals with those of the entire class?
Where are you going to teach?
- How will you bring a global awareness into your classroom?
- What will be your relationship with the community, parents, teaching colleagues, administration?
As you write your philosophy, keep the following in your thoughts:
- Your educational philosophy reflects your own approach to education; this philosophy should be based on your personal beliefs, which in turn should show an influence of college work, readings, and thinkers. Consequently, when appropriate, "drop names" in your philosophy. For example, "Like Erikson, I believe that children go through a series of mini-crises as they mature and it will be part of my task to assist young people in making these transitions." However, be sure you understand the philosophy of the person being quoted since you may be asked questions about it at an interview.
- Appropriate grammar is mandatory; among other things, be careful with the following:
- Watch agreement - for example, "The student should do all of their work."
- Be sure to write using complete sentences.
- Use only one idea for each paragraph and be sure to provide a transition between paragraphs. Use topic sentences.
- Be aware of the change in voice. Don’t mix up first person with third. Keep it consistent.
- Alternate the use of “he” and “she” to avoid clumsy phrasing.
- The following are some of the things that you can address in your philosophy
- use of cooperative learning
- management techniques
- parent involvement
- A philosophy does not have a cover page; be sure your name and title are on the first page of your philosophy.
- Your educational philosophy should have an introduction and a conclusion; your conclusion should provide a "logical" ending to your philosophy.
- Avoid using the same word or phrase over and over in your philosophy. For example, avoid using the word "teacher" several times in the same paragraph or near each other - check your thesaurus for alternative choices of words.
- Your philosophy should be positive. While there may well be problems with our educational system, a prospective employer does not really want to hear how bad things are - s/he is interested in what you are going to do to make the classroom experience a better one for the students. You are writing a personal philosophy, not a critique of the educational system.
- Avoid the use of jargon. If you do use "educational jargon", explain how you are going to impact the student. For example, rather than writing "I strongly believe in inclusion" write "I will support inclusion through practices such as using alternative assessments and preparing lessons which appeal to different learning styles."
- Your philosophy and your cover letter are among the first things a prospective employer will see. The appearance of these documents is important. Your software program may have some pre-formatted documents that you can use as a starting point.
- Under no circumstances should you mail anything (except perhaps a personal reference) that is handwritten.
- Avoid the use of different fonts on a page; use the most "readable" font available - you may have to experiment a bit to get the best possible font - remember, what looks good on a screen may look different when printed.
- Use a font that is easy to read and of an appropriate size - avoid any fonts under 12 pt.
- Avoid broad generalizations - while you may want to say "I believe that all children can learn" - the statement is relatively meaningless without examples of how you will put that into action.
- Some suggestions on word usage:
- "I believe..." is more forceful than, "My belief is ..."
- Instead of "Education should ..." or "I will try to..." be more positive and use "I believe that ..." or "I will ..."
- Avoid the use of "I hope..." or "Hopefully ..." for something more positive, such as "I will ..."
- Rather than writing "In school students should experience ..." use "In my classroom, students will experience ..."
- Instead of writing "Teachers will ..." use "I will ..."
- Have someone review your philosophy for accuracy and eye-catching appearance.
Perfecting Your Demo Lesson: Principal and Alumni Panel Discussion
Monday, April 23, 2012
Event Notes prepared by Elizabeth Misiewicz
a. Research the school: See if it is a good fit for you.
b. Become familiar with the school community, teaching style – is it a TC Workshop model?
i. See if you can tour the school prior to the demo lesson/interview.
II. Practice your demo lesson/interview
a. Ask friends, family members, professors and students to watch you and give feedback.
a. Prior to the lesson, contact the teacher and ask about: learning styles of the students, technology available (specifically what type of computer, i.e. Mac or Windows), IEPs.
IV. Keep it simple and student-centered
a. Do not over-plan.
b. Do not spend the majority of the time speaking.
c. Circulate the room.
d. Only use technology if you have time to set it up.
i. Prepare a ‘Plan B’ in case technology doesn’t work.
ii. If you are unable to use the technology in the room due to time constraints, hand in a second lesson plan that demonstrates how you would have used it.
a. Welcome students at the door: Introduce yourself, learn their names.
b. Have students complete an exit ticket to demonstrate learning.
c. If you move the desks/chairs, put them back.
d. Have fun!
VI. What the principals look for:
a. Ability to connect to students
b. How you move around the room
c. How you handle yourself under pressure and classroom management issues
d. During the debrief: how you reflect and provide solutions to things that may have gone wrong
Beth McDonald, NYU Steinhardt
(Former Teacher and Elementary Principal, Current Teacher Educator)
- In order to get the interview, your cover letter is the chance to sell yourself to the screening/hiring committee and set yourself apart from the many other applicants they may be considering. Address it directly to the school principal by name, make sure it is absolutely error free, and give the readers a sense of who you are and what you have to offer. A bland formulaic letter won’t make the cut if the market is competitive. On the other hand, don’t make it too long – no more than two pages in a font size that respects the readers’ varying acuity.
- Another thing to spend time on before interviewing is question and answer rehearsal. You may have a chance to do some mock interviews as part of your program or with a friend. If not, do it on your own by getting a good interviewing book or website that provides typical questions. Write responses out or use a voice recording tool or another person (preferably someone else in the education field) as a sounding board. The more you can anticipate and prepare, the more relaxed and confident you’ll be. Have concrete examples or illustrations in mind to accompany your responses.
- Create a “leave behind” portfolio – whether or not you’ve also created a larger one-of-a-kind professional portfolio. Not all committees are interested in, or have time for, a thorough review of all applicants’ portfolios. Bring along your full portfolio to pass around if asked to do so, or for you to make reference to a particular item in response to a question. Get attractive, professional copies made of just the essential items – cover letter, resumé, letters of recommendation, one or two other items – and put them together in a nice folder that you can leave behind. Creating a CD version will demonstrate your technology skills, but you can’t count on people taking the time to look at it until you reach the finalist stage.
- Make sure you know where you’re going! If possible, make a trial run before your interview. If you get lost or delayed on the day of your interview, you’ll be late and stressed out – not a good way to start. Much better to arrive with time to sip the water you’ve remembered to bring and use a restroom!
- Think professionally when you choose your clothing and your language. You may have heard or observed that a particular school is casual. There is plenty of time to further assess the school culture, rules, and administrative standards and adjust your style after you’ve been hired.
- If at all possible, wander the neighborhood before your interview to gather a sense of the community where the school is located. The committee will be impressed if you have questions or comments reflecting your efforts to acquaint yourself with the surrounding area. When you arrive, remember that you are creating a first impression for everyone you see: the security guard, parents in the hallway or office, the secretaries, students, a visiting school board member, PTA president, and other potential employers or co-workers. All encounters should give people evidence of your interest in the school, professionalism, friendliness, confidence, and poise. Meanwhile, you are getting a sense of what is called the “school climate” by seeing how various interactions occur in the school and if you feel it is a desirable place for you.
- Do your best to relax and “be yourself.” If you know that your hands shake when you’re nervous, fold them in front of yourself and don’t attempt to pick up the coffee or water you’ve been offered. Give people a sense of your personality as you warm up. The committee wants to get a sense of what you will be like as a colleague and you want them to know who you are – and choose you over others. You won’t be happy for long in a place where you can’t be yourself.
- Just as the committee members are “sizing you up” as a potential colleague and teacher of their students, you should be alert to the social dynamics in the room. Do you feel comfortable or intimidated? Are people treating you and each other with respect? Does the principal or other leader seem to have positive relationships with the committee members? One effective way to convey your “people skills” while you assess body language and other indicators is to be generous with your eye contact. When responding to a question, share your eye contact with all in the room, rather than responding only to the individual who posed the question.
- Provide evidence that you are positive, respectful and non-judgmental. You may have had difficult – even terrible – situations with cooperating teachers, students, parents and professors along the way. In response to a question that asks about a challenge, convey your understanding of multiple perspectives and the complexities of dealing with conflict. That’s a person they will want to work with – not someone who seems quick to judge or blame others. Save the venting for your journal or friends.
- Finally, be prepared to figure out what to say when you don’t know what to say. You’re a beginner and can’t possibly know everything about curriculum, special programs, or how to handle a particular situation. If you’re really thrown a curve ball, it’s generally better to talk about your eagerness to learn more from your mentor, colleagues or professional development than it is to pretend you know more than you do and be “found out” later, or to give an opinion that you regret after the interview.
- How would you describe yourself?
- Why did you choose teaching as a career?
- What are the most important rewards you expect to get from teaching?
- How would a good friend describe you?
- Describe the best experience you have ever had.
- Describe the most rewarding experience you’ve ever had.
- Describe the most challenging experience you’ve ever had.
- Describe the best teacher you have ever had.
- What do you think it takes to be a great teacher?
- What are your hobbies/interests?
- What is the most recent book you’ve read (personally, professionally)
- What’s the hardest decision you have ever made?
- How well do you adapt to new situations? Describe one.
- Describe what a typical day would look like in your classroom.
- Give an example of when you used good judgment.
- What is your greatest strength? Explain.
- What is your greatest weakness? Explain.
- How would you handle a conflict in your classroom?
- What are your three greatest accomplishments?
- What is your most memorable classroom experience?
- Why should I hire you? What makes you unique?
- What is more important… creativity or efficiency? Why?
- How would you involve parents in your classroom?
- What reading/math programs are you familiar with?
- What would you do if several youngsters were unable to understand a reading/math concept?
- What would you do if one of your students was exceptionally advanced?
- What strategies might you use if a youngster came to school very angry each day?
- How might you integrate art into your curriculum?
- How would you integrate technology into your curriculum?
- What experience have you had teaching children with special needs?
- What experiences have you had teaching ELL students?
- How you have differentiated instruction in academic, social and emotional contexts?
- How would you describe your set of beliefs (philosophy)?
- Tell us about a person who has most influenced your own education and career.
- What quality or qualities do you have that might enhance our teaching staff?
- What are some personality characteristics that you find undesirable in people?
- Give an example of how you have used cooperative learning in your classroom.
- What do you think you might need from the school administration?
- Describe your teaching style and how you accommodate different learning styles.
- Do you have any questions for us? (acceptable topics: time frame, professional development, parent engagement)
- Body Language
- Knowledge of Questions
- Critical Thinking
- Problem Solving Techniques
- Analytical Ability
- Leadership Ability
If the NYC public school market continues to be tight or various hiring freezes remain in place, you might consider expanding your possibilities in one of the following areas:
- SEIT (Special Education Itinerant Teacher, employment is arranged through private SEIT placement agencies for early childhood)
- Paid research
- Substitute teacher (find the school you really want to teach in and try to get in “through the back door”)
- Private/independent schools
- Charter schools
- International schools
- Children’s publishing
- Teaching English abroad
- YM and YWCA/YWHA or other youth agencies
- Head Start/Early Head Start
- Sesame Workshop
- Getting an extension to your certification: ESL, early childhood, childhood, middle school
- Advocacy organizations
- Children’s Defense League
- Citizens for Children
- Advocates for Children
- Peace Corps
- Private tutoring or tutoring agencies
- After-school programs
- Community-Based Organizations
- Children’s Aid Society
- Settlement Houses: Henry Street, University, Grand Street
- Educational Alliance
- Museums, zoos, gardens, science centers and other cultural organizations
New York State Education Department
NYSED Office of Teaching
Albany, New York 12234
Includes a direct link to New York State Teacher Certification requirements including certificate types and titles, qualifying examinations, and online application procedures and fees.
NYSED Certification questions may be e-mailed to the New York State Education Department Office of Teaching at email@example.com
New York City Department of Education
NYCDOE Teach New York
65 Court Street, Brooklyn, New York 11201
Includes a direct link to New York City License Requirements including license types and titles, qualifying examinations, and application procedures and fees
Office of Personnel Investigation: 718-935-2668
Connecticut State Department of Education
Bureau of Certification and Professional Development
New Jersey Department of Education
Office of Licensing and Credentials
State Education Agencies
Direct link to the education departments of all 50 US states and territories
Here are some useful websites to answer your certification questions:
New York State Teacher Certification Exams: This website has test dates, procedures for registering, and all other pertinent information on the certification tests.
The NYU Teacher Certification website reiterates some of the information on the above website and the attached form.
The online TEACH system that you must go through to apply for certification.
Certification, Licensure, and Recruitment
New, York City Department of Education
65 Court Street
Brooklyn, NY 11201
Office of Licensing
Provides licensure guidelines
Archdiocese of New York, Department of Education for Manhattan, Bronx, Staten Island and Westchester County
1011 1st Avenue, 18th Floor
New York, NY 10022
Diocese of Brooklyn and Queens, Catholic Education Offices
310 Prospect Park West
Brooklyn, NY 11215
Note: For certification offices and public schools outside of New York, consult the American Association for Employment in Education (AAEE) Directory of Public School Systems
Carney, Sandoe & Associates, Boston, MA, 800-225-7986
Educational Resources Group, Solebury, PA, 215-297-8279
Educator's Ally, Bedford Hills, NY, 914-666-6323
Fairfield Teachers Agency Fairfield, CT, 203-333-0611
Independent School Placement, New York, NY, 212-769-4600
Manhattan Placements, New York, NY, 212-288-3507
- The American Association for Employment in Education
- American Council on Education
- American Federation of Teachers
- Board of Jewish Education of Greater New York
- Independent Schools Association of the Central States
- National Association of Independent Schools
- National Association of Teachers' Agencies
- National Education Association
- United Federation of Teachers
Employment Opportunities and Information
- NYU Wasserman Center for Career Development
- New York Times
- Teachers.Net Job Opportunities
- Education Jobs
Related Directories and Resources
Available in the Wasserman Center for Career Development, local libraries, or bookstores:
- AAEE Directory of Public School Systems in the United States
- AAEE Job Search Handbook for Educators
- America's Best Classrooms
- Education Career Directory
- Everyone's Guide to Job Searching in Private Schools First Year of Teaching
- How to Get a Job in Education
- Teacher Certification Requirements in All 50 States
- The Right Fit: An Educator's Career Handbook and Employment Guide
- 101 Grade-A Resumes for Teachers 2nd Edition
- The Educator's Resource Directory
- Careers in Education
Other Suggested Resources
- Peterson's Guide to Independent Secondary Schools
- Private Independent Schools - The Bunting and Lion Blue Book
- Getting Started in the New York City Public Schools: A Manual for New Teachers
- The Handbook of Private Schools
Teacher Employment Fairs
- AAEE Guide to Services and Activities for Teacher Employment
- AAEE National Directory of Jobs and Career Fairs for Educators
- National Association of Colleges and Employers' Career and Job Fair Finder
- Brause, R., Donohue, C. and Ryan, A. (2002). Succeeding at Your Interview
- Denton, P. and Kriete, R. (2000). First Six Weeks of School
- Enelow, W. and Kursnark, M. (2002). Expert Resumes for Teachers and Educators. Indianapolis: JIST Publishing, Inc.
- Feirsen, R. and Weitzman, S. (2000). How to Get the Teaching Job You Want. Virginia: Stylus.
- Warner, J. and Bryan, C. (2006). Inside Secrets of Finding a Teaching Job. Indianapolis: JIST Publishing, Inc.
- Wiltz, N., Thompson, O., Smith-Cawley, H., and Skelley, H. (2007). Developing and Presenting a Professional Portfolio in Early Childhood Education.
- Wong, H.K. and Wong, R.T. (2009). First Days of School. Harry K. Wong Publications.
- New Teachers Handbook (1998). Teachers Network Publishing.