Possessing skills is one thing – presenting them effectively is another! The latter is perhaps much more difficult, as one never knows exactly what words and phrases to use when providing information of them to prospective employers. When you are preparing a resume to apply for a job, the skills section is a given – you have no choice but to highlight all that you are capable of in this section to convince the hiring manager of your merits.
As candidates, we often get confused about the way skills must be highlighted in our resumes, mistaking them for duties that we can perform. In actuality, duties and skills are two completely (and obviously) different things. Your duties are the actual acts that you perform to satisfy the bullet points in your job description document. Your skills are the various ways in which you can perform these activities, and ensure their success. The good news is that work duties can almost always be converted into skills statements. So if one of your work duty is developing school curriculums and lesson plans, you can convert it into a skills statement by writing demonstrated expertise in developing and implementing school curriculums and lesson plans. The first two words that mark the beginning of this statement effectively convert it into skills.
But not all work duties can or should be converted into skills statements. Some examples that you can take ideas from are listed here:
• Highly experienced in ensuring that staff members and teachers are developed in a manner that meet district educational goals
• Demonstrated ability to develop a creative learning community across the school, placing special focus on the quality of education
• Well-versed in effectively building a community of learning practices across the school, involving all appropriate departments
• Effectively able to develop goals and guidelines for teachers and staff members, to ensure delivery of exceptional academic and administrative / clerical work
• Deep insight into acting as a facilitator in school and effectively translate the school’s vision for creative learning into practical implementation
• Exceptionally talented at helping students play a meaningful and active role in learning that can truly reflect their interest and aspirations
• Proficient in identifying teacher training needs and developing and implementing core training programs to meet them
• Qualified to review educational directives with teachers, staff members and parents, determine academic program effectiveness and institute necessary changes
• Competent in establishing educational standards and developing policies to ensure that these standards are taken into account during academic and extracurricular practices
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