I look forward to a career where I can help shape young minds and make a difference in the lives of the kids in my own community.Īttached is my résumé which will give you more information regarding my professional preparation and experiences. Although I’ll continue to hone my teaching skills as I work in the classroom, I believe that my enthusiasm, positive attitude, and hands-on experience working with the students at Gainsbrook will make me an excellent educator. While I’ve always felt driven to be an elementary school educator, the joy I felt from facilitating the growth and development of the students at Gainsbrook only reaffirmed my passion. I believe this knowledge is particularly relevant given your district’s commitment to technology and innovation in the classroom. In addition, I’ve studied and continue to stay up-to-date on the latest educational software, such as SMARTboard, Nearpod, and Google Classroom. This experience taught me how to manage larger class sizes, work with kids of various skill levels and backgrounds, and use technology to encourage learning and retention. ![]() While pursuing my education, I also worked part-time as a teacher’s assistant at Gainsbrook Elementary School. I recently received my elementary education degree from Western Governors University, where I took courses focused on social and emotional learning, technology, and diversity inclusion in the classroom. As a new teacher, I am excited about the opportunity to begin my career in a school system with your outstanding reputation. I especially like what your district is doing with its “KidsTek” initiative and incorporating technology in the classroom. ![]() Smithville is known for its integrity, collaboration, and innovation, which are all values I strongly align with. I’m reaching out to inquire about the availability of an elementary teaching position at Smithville School District. The following is an example of a teacher introduction letter sent from a recent graduate, to an employer that hasn't advertised a job opening.
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