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Resume of a Former Teacher

As the end of yet another school year approaches some teachers are taking the initiative to create their class syllabi for the upcoming school year, some are looking for other teaching opportunities, and a growing number are contemplating leaving the profession altogether. A word from the wise, the initial excitement of a career change can soon lead to disappointment and disillusionment. I found a few things out the hard way, and as a result have at least five versions of my resume that showcase the skills and experiences I have acquired as a teacher in a way that best fits the job for which I am applying.


One of the most shocking revelations for me as I began preparing myself for a career   change was that most employers – whether in corporate America or non-profit -tend to infantize teachers and minimalize what we do. I have received many proverbial pats on the head at the end of an interview. These have toughened me up and taught me a great deal. Most of us have become accustomed to this type of treatment from our administrators, but to find this is how many “on the outside” also view us was a bit troubling. Even when I have been told by people in my social circle that they admire me for being a teacher, that teachers do not make nearly enough, it is because they see us as having the most stressful baby-sitting job in America.

If you are one of the many teachers thinking of leaving the Smart Board, faculty meetings, and chronic UTIs behind, let’s take a critical look at what you really know how to do.

Management/Supervisory: Teachers manage up to 30 or more people at least three times a day, depending upon whether they teach a block or traditional schedule. That can = totals of 100+ “employees”. Teachers conduct an equal number of performance evaluations every four to six weeks, with a final performance evaluation give to each “employee” at the end of the year.

Project Management: Teachers plan and oversee large and small-scale projects designed for both group and individual deployment.

Strategic Planning: Teachers must plan strategically in order to meet overall objectives for optimum ROI (Return on Investment). Teachers recognize that if they are unsuccessful in the onboarding process of their planned initiatives, that high turn-over and loss of revenue could result.

Conflict Management: Teachers must have and exercise strong conflict management and resolution skills for not only their students, but also in regard to parents and colleagues.

Data Collection and Analysis: Teachers have the ability to collect and assess data efficiently and often at a glance using both formal and informal measurements.

Communication Skills: Teachers communicate on average with over 100 people per day using various mediums from face to face, email, text messages, and even video conferencing.

Fiduciary/Budgeting: Teachers must plan budgetary expenses to ensure the work day needs of 100 or more individuals are met for 180 days of the year.

Research and Development: Teachers must research various topics and develop appropriate vehicles for conveyance and dissemination of information.

Public Relations: Teachers recognize that they are emissaries of their institutions and that their conduct is reflective upon their industry and the institutions with which they are employed. Teachers communicate with various stake-holders and community members in order to keep all parties apprised of goals and objectives.

Diversity and Inclusion: Teachers must create workspace that is inclusive for all individuals regardless of religion, race, ethnicity, gender/gender identity, or political affiliations.

These are just a few of the skills and knowledge teachers possess that can be translated into employment or even business ownership outside of education. Be prepared to pitch these skills and demonstrate through analogy and example how these are relatable and translatable skills.

As a Navy veteran, I remember leaving the service and joining the civilian workforce. Employers with whom I interviewed were always impressed with my skill set, but most of all they knew that as a U.S. Military veteran, I also had discipline and character.

Teachers have the discipline to get up and go to work 190 days per year whether they or even their children are ill. When they cannot be at work, they manage their classrooms remotely, as they are required to have lessons planned for substitutes.

Teachers have the character to influence and inspire the next generation. Few people can share how a boss has influenced or inspired them, nearly every successful person can name a teacher who has.






Diversity is More than Lip Service!: A Message to Cobb County School District, and All GA School Districts

Dr. Burnett-Brown’s Proposed Diversity & Inclusion Initiative for CCSD vs. CCSD Current Cliché D&I Plan: Let’s Get Real With it Cobb County School District! As a former teacher in this system, and a mother to a child in the system, I am calling on all teachers, staff, parents, students and the various commuities impacted by Cobb County School District to call for action.

I, as a former CCSD teacher who was not respected for my differences, and who was constantly questioned regarding my athiesm, i.e., “If you do not beleive in God, how do you know to do the right thing?” Yes, I was asked this question by one of my principals. This is just one of the many ways my civil liberties were violated.

This plan calls for action and diveristy initiaves from the Top down, beginning with a Board that truly represents Cobb County School students and parents.  

Cobb County Parents and Community Members: Challenge CCSD to incorporate REAL actionable Diversity and Inclusion Initiatives and hold its principals accountable. 

Goal 1: To implement diversity & inclusion initiatives into the CC School District Schools to include all leadership, teachers, and staff.

Goal 1 sub-goals:

  • Hire a diversity & inclusion consultant to perform an evaluation of current diversity & inclusion status of district from the district office to the local schools.
  • Conduct external talent search for credentialed diversity & inclusion consultant/trainer to work at the district level office as an outsource to train district personnel.
  • Conduct internal and external talent search for credential diversity & inclusion director who will continue the D&I goals on an ongoing basis.
  • Leadership and management at the district level will work closely with D&I consultant with openness and transparency so that evaluation will garner the most authentic results.
  • HR will work closely with D&I consultant, district leadership, and principals from local schools to provide accurate data in order to garner the most authentic results.
  • District will recruit, hire, and retain teachers who are visually and culturally representative of the student body and community in which each school is located.

Goal 2: To increase diversity in district leadership and board members by 20% within two years.

Goal 2 sub-goals:

  • Create mission statement that integrates D&I goals at every level
  • Begin campaign to recruit diverse leadership
  • Invite community stake-holders to nominate or run for board membership with the stated goal in mind of having a board that is culturally reflective of all students and their families.

Goal 3. Develop and deliver ongoing diversity & inclusion training for leadership, principals, teachers, and all staff in the district office as well as in the local K-12 schools.

Goal 3 sub-goals:

  • Appoint designee at each local school who will report to principal who will then in turn report to diversity & inclusion director
  • Teachers, school counselors will receive initial and ongoing D&I training to include multicultural objectives for instruction.
  • All staff to include campus police, office personnel, custodial, cafeteria, substitute teachers, and community volunteers will receive initial and ongoing D&I training
  • Each local school will provide D&I lessons and activities to students, encourage support groups, and make D&I the objective for each day.
  • D&I initiatives and vision statements will become on ongoing part of district and local school communications.

Goal 4: District and local schools will conduct community outreach to include families of diverse  cultures, languages, and other nationalities.

  • Schools will be broadly promoted as “safe havens” for students of ALL nationalities, ethnicities, races, religions, genders, and gender preferences.
  • Schools will not promote dominate race, religions, or political beliefs above all others.
  • Schools will honor separation of Church & State in all their operations; sporting events, to incude practices, and any event that is led by a school employee, and also in regard to outside groups allowed on the campus, i.e., there will be no proselytizing from groups such as Fellowship of Christian Athletes on school campuses or during sporting activities. 

Goal 5: District will conduct ongoing assessment of D&I goals to ensure they are meeting the needs  of all employees, volunteers, students, families, and community.

  • District and local schools will conduct surveys, focus groups, and “town halls” in which student families and community members are encouraged to participate.
  • District will make public the results of all survey data.

Responsible for overseeing each goal:

Goal 1. Search Team/D&I Consultant

Goal 2. D&I Director, District and School Leadership

 Goal 3. D&I Director

Goal 4. Principals of each local school.

Goal 5. Principals of each local school

The deadline for each goal: 

Goal 1. Within 3 months

Goal 2. Within 2 years

Goal 3. Within 6 months

Goal 4. Within 3 months

Goal 4. Within 6 months

The deadline for Sub-goal 1: Within 6 months

The deadline for Sub-goal 2: Within 2 years

The deadline for Sub-goal 3: Within one year

The deadline for Sub-goal 4: Within 6 months

The deadline for Sub-goal 5: Within 1 year and bi-annually

The top 3 things that needs to be done to achieve each goal are:

Milestone 1. Director of D & I hired or appointed.

Milestone 2. Broad publication of D&I initiatives and revised mission statement

Milestone 3. All elected officials – Superintendent and Board members will reflect in word, deed, and their own diversity the D&I initiatives and mission statement.

Aiden Booth: Internet Marketer?


The average email user receives “offers” nearly every day, sometimes several times a day with promises of making it rich while doing literally nothing. The catch phrase: “passive income”. There are several Internet marketers online who prey upon individuals looking for a way of making a living working from home. These postings can often be found in job searches and they look like legitimate job offers, with many promising a lucrative money making opportunity, and video testimonials from individuals who are lounging by their pools, or dining on their yachts.


Enter Here


A few clicks and the job seeker has pulled out a credit card to buy into this “best kept secret” that is worth thousands, but is being officered “practically free”. A product is downloaded with free or nearly free advice on how to earn thousands, even millions doing nothing. It all sounds good. One such Internet marketer lures his “members” in through a training program. It turns out the way members make money is by selling the training program, and sponsoring others to sell the program, but it is “not multilevel marketing”.


For a Limited Time, Only


It is highly coincidental that no matter what day of the week or year you happen upon one of these Internet marketing offers, the offer is for that day only. Each click made takes the member from a free or nearly free membership to an elite, or exclusive membership. Each click means more money spent.


Introducing Aidan Booth


Aidan Booth has one such site, however, his appears to be a bit more legitimate, as he offers a free “Online Passive Income Blueprint” of his Internet marketing plan that provides a blueprint of five proven business models.


Affiliate Marketing

Selling Ad Space



*Info-product Software Services


Aidan Booth’s Blueprint provides helpful and insightful information on how to get started with each of these business models. Then there is information about a level above the “free” Online Passive Income Blueprint, this is Blueprint Pro. There is a link embedded in the free product that leads to an informational video, and Aidan Booth, who is extremely affable provides a teaser, “If you really want to be successful…. then, click the button below the video.” One click and you are taken directly to PayPal where in one more click you are committing to $97.00 per month for your exclusive membership that “unlocks” everything there is to know about earning an online passive income. As with the other online opportunities, with the exclusive or elite membership, the individual is marketing Info-product Software Services. Reselling the selling tools.


Caveat Emptor


Beware, that once you have received the free or nearly free information, the Internet marketer has your email address, and you will be inundated with emails offering you opportunity after opportunity, to which if you do not respond within a certain time frame will be offered to the next individual.


Finding Aidan Booth


A general Internet search of Aidan Booth reveals several articles discussing whether or not his opportunities are scams, and then several Aidan Booth sites with software/Internet products of various titles, which would lead one to conclude, yes, Aidan Booth, Online Marketer, is an Online Marketing Scam Artist.

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