head teacher personal statement

Teaching Leadership Personal Statement

Example Teaching Leadership Personal Statement

Like many people who are passionate about their career, I find that I work at my best when faced with a fresh and exciting challenge. Having spent almost twenty years as a primary school teacher, during which time I have held several positions of increasing responsibility, culminating in my current position of Assistant Headteacher, I am highly motivated to take on a position of greater leadership in a school that corresponds to my core teaching values of inclusion, openness and continually striving to improve its pupils’ learning experience.

Since attaining Qualified Teacher Status in 1994, I have been eager throughout my career to be as closely involved with continuing professional development initiatives as possible. In addition to gaining expertise in qualitative analysis of data and overseeing SEN initiatives through the different positions of responsibility that I have held, I also regularly participate in training programmes to develop my skillset. Recently, for example, I completed the Barnet’s Deputy Heads Course, and in the past have attended courses on subject leader and senior management training. Furthermore, in the leadership positions that I have held to date I have placed significant emphasis on encouraging staff to become more closely involved with CPD initiatives.

I have always prided myself on my commitment to teaching excellence, something which is corroborated by the high levels of positive feedback that I have received from assessments of my lessons. I have a very broad range of primary teaching experience. I have been involved in teaching children at all years within the primary range, and in the past have also held co-ordinator positions for numeracy, physical education and Key Stage Two. My lesson delivery is based on a pedagogical philosophy of taking a hands-on and enthusiastic approach to teaching and creating a learning environment that is characterized by empathy, mutual support and, above all, an inclusion of all pupils. Wherever possible I have sought both the feedback and input of colleagues to help to continually improve my own teaching skills, as well as enthusiastically share my own teaching techniques and experiences with my colleagues.

Over the course of my career I have been involved with monitoring pupils’ achievements with a view to improving pupil attainment levels. During my time at Sacred Heart RC Primary School I completed a Foundation Stage Profile on all of the children in my care. Doing so gave me an insight into how the collection of such data can be used to chart pupils’ progress and to set future targets, which in this case were based around the achievement of Early Learning goals. In my current position I have created an assessment tracking system that reflects the changing pupil population of our school. The system has produced highly satisfying results, with the average point progress of our pupils increasing to 3.5 APS.

I have always performed my teaching and leadership duties in a way that has placed emphasis on the latest educational developments. Whilst working as a numeracy co-ordinator, for example, I spearheaded training initiatives to bring my colleagues up to speed on the national numeracy strategy, and was involved in similar training initiatives whilst working as Key Stage 2 co-ordinator. My current role has been very much shaped by responding to the new budgetary demands under which all schools are now operating. This positionalso offered me a unique opportunity to reflect on all aspects of current primary educational needs in the form of the move that our school made in 2009 to a new building. The process of the move gave me a much greater appreciation of the overall impact of learning areas – not just classrooms, but communal and outside areas – on the wellbeing of the school’s children, and it was rewarding to be able to be involved in focusing on these matters with a view to ensuring the new premises offered an optimal learning environment.

Having spent my professional life so far working in primary schools within London, I am acutely sensitive to the need for primary schools to cut across the social and cultural diversity of the city to provide an inclusive educational experience for all pupils. In my classroom I have always sought to foster an open environment that embraces the rich breadth of my pupils’ backgrounds. As an Assistant Headteacher, I have been at the forefront of tracking initiatives that have ensured that the school can respond to the challenges of a changing pupil demographic. Above all, however, I have tried to maintain a positive dialogue with parents with the goal of ensuring that they understand the objectives of the school. This has included giving presentations to parents on matters such as sex education and safeguarding of pupils, this latter topic being within my remit of overseeing child protection at the school.

Seeking to encourage inclusion at my current school has also entailed making the effort to work with groups within the school that require special attention, such as EAL and SEN pupils. For example, I have become increasingly involved with the implementation of pupil progress meetings with the parents of SEN pupils to help focus on pupil attainment, an initiative that over the last three years has delivered excellent results for our SEN pupils. In my current role I have also spent a significant amount of time examining the links between the social background of pupils and their levels of attainment in the classroom, with the goal of ensuring that pupils are not left behind and are offered support when they need it. This is an aspect of school leadership that I think is essential, and I will be firmly committed to developing other such initiatives in my future professional roles.

Through my current role as Assistant Headteacher and in my past co-ordinator positions I have acquired considerable experience in staff leadership and in managing teams of staff. To me it is essential to include staff members in consultation processes and make as much use as possible of their personal insights when leading a team. Having risen through the different grades of responsibility, I am attuned to the expertise of middle-level leaders, and as a consequence I am always eager for middle leaders to be closely involved in initiatives that are aimed at improving the school’s performance. At the heart of my teaching and leadership style is a focus on excellent communication skills. I ensure that in communications with colleagues and parents, whether in spoken or written form, are clear, concise and sensitively written.

I have been involved in leading teams for specific, short-term projects such as school sports days, as well as more complex, longer-term challenges, such as leading preparations for an OFSTED inspection whilst working as acting Deputy Head. My current position at Parkfield Primary School has offered me several opportunities to make use of my leadership skills for the betterment of the school. Amongst other initiatives, I led the school away from the QCA framework and towards a more creative curriculum. This process was made possible through the positive relationships I had forged with colleagues, who were able to assist me in developing a curriculum that met the needs of our diverse community of pupils. More recently I oversaw the introduction of a new behavioural policy at the school, which was drawn up and implemented with the full collaboration of staff and pupils. Because of the close involvement of all stakeholders in this policy, we have found that the new code has been adopted efficiently and enthusiastically, with behavioural standards at the school increasing significantly as a result.

I have also taken a leading role in helping to mentor newly qualified teachers and student teachers, as I believe that a positive mentoring experience can have a crucial impact on the development of new teachers. My approach to date has been based on assessing the individual needs of each trainee, implementing a structured timetable of classroom observations and offering feedback sessions that are open and democratic, in which the students can express their perspectives on the training experience as well as receiving insights from experienced teachers.

Throughout my career I have taken special efforts to gain professional qualitative skills in order to be able to be able to correctly interpret data and therefore make informed management decisions. Whilst working at Sacred Heart, for example, I played a key role in making use of Early Years Foundation Stage data to create attainment profiles for Year 1 students. I have found that developing these data analysis skills has paid off as it has allowed me in my current position to make effective use of pupil data to help develop strategies for pupil inclusion based on the changing profiles of our pupil intake.

For me, the most satisfying aspect of my transition into an increasingly leadership-based role has been the opportunities that it has given me to help my schools become an integral part of their local community. Through being an Assistant Headteacher I have gained an overall appreciation of how, through elements such as its curriculum, its physical environment, its approach to the diverse needs of its pupils and the relations it maintains with parents, a primary school can – and should – provide a nurturing environment, in which pupils from all backgrounds feel included and able to take part in an enriching learning experience, and where local parents can feel confident about sending their children. This overall vision guides my current work, and will continue to do so as I seek new professional challenges.

We hope that this Teaching Leadership Personal Statement will be a good point of reference for those looking for help with writing their own statement.

To help with your application, please visit Personal Statement Service .

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Special Education and Inclusive Learning

A Quick Guide to Completing a School Leadership Application & Personal Statement

Writing a school leadership application that will get you an interview.

Completing a school leadership personal statement and application form can be a daunting task. With time invested in preparation and attention to detail, you can increase your chances of being selected for the role. I recommend signing up to the Key for School Leaders for insights into leadership responsibilities. Investing time in purposefully clarifying why you want to apply for a school leadership position will not be wasted. If you are stuck for ideas on your achievements read through the DfE Headteachers standards and try and come up with an example of how you meet each one.

5 top tips for completing Headteacher application forms & Personal Statements:

• Follow the instructions carefully: Make sure to read the instructions and requirements for the application thoroughly and follow them closely. This includes following any formatting or word count guidelines.
• Use concrete examples: When answering questions or writing your statement, use specific examples to illustrate your points. This helps the shortlisting team better understand your skills and experiences and how they relate to the role. Were possible link the points in your personal statement with the person specification – in order.
• Proofread and edit: Make sure to proofread your application for spelling and grammar errors. Ask a friend or colleague review your application as well.
• Tailor your application to the role: Customise your application to the specific school and leadership role you are applying for. Research the school and consider how your skills and experiences align with their needs and goals. Quote their values .
• Be honest and authentic: Be genuine in your responses and don’t exaggerate or fabricate experiences. It is better to focus on a key accomplishments in depth rather than trying to cover too much ground.

Secret Tip 1: It will be the school governors/academy trustees leading on this process. Even a deputy headteacher position will have governor involvement.

Secret Tip 2: If you can find the school development plan on the website include any of your strengths or previous projects that could support this.

For more information on school leadership recruitment take a look at our post on Headteacher and SLT interview questions . We have also written about how to approach the challenge of a student panel interview.

Example Personal Statements.

Brevity and clarity are key here. Hit those person specification points within the restrictions set. Some jobs ask for 1 page of A4 for example. I suggest a maximum of 4 sides carefully spaced and formatted to ease reading. The personal statement examples below are to prompt your ideas only. The more senior the position the more detail will need adding. For each paragraph I recommend adding at least 1 example from your own experience.

Leadership Personal Statement Example 1:

As an experienced educator with a passion for inclusion, I am excited to apply for the position of Special School Headteacher. I have dedicated my career to supporting students with autism and other special educational needs, and I am committed to creating a safe and nurturing environment where all students can thrive.

Throughout my career, I have developed a deep understanding of the unique challenges faced by students with autism , including sensory sensitivities, communication difficulties , and struggles with emotional regulation . I believe that creating a safe and supportive environment is essential for helping students to succeed, and I have worked hard to develop strategies and programs that support their specific needs.

I am committed to safeguarding and have a thorough understanding of “ Keeping Children Safe in Education 2022 “. My mission has been to build a culture of vigilance and proactive measures to safeguard students from harm, abuse, and exploitation. I am committed to ensuring that all staff members are trained and equipped with the knowledge and skills to safeguard and protect our students.

I am particularly proud of my inclusive ethos , which emphasises the importance of creating an environment where all students feel valued, respected, and supported. It is essential to believe that inclusion is not just about meeting the needs of students with special educational needs, but about creating a school culture that celebrates diversity and promotes equity for all.

In my previous roles, I have developed strong budget management skills and strategic level management of large staff teams. I am confident in my ability to lead and manage a team of educators, creating a positive and supportive work environment that encourages professional growth and development.

While I have achieved many successes in my career, I recognise that there is always room for growth and improvement. That is why I value the opportunity to work with a coach to help me identify areas for development and improve my leadership skills. I believe that coaching can help me to become a more effective leader, better equipped to meet the needs of my students and staff.

Overall, I am excited about the opportunity to join your team and to continue making a positive impact in the lives of students with special educational needs. I am confident that my experience, skills, and commitment to inclusion and safeguarding make me an excellent fit for the position of Special School Headteacher. Thank you for considering my application.

Leadership Personal Statement Example 2:

As an Assistant Headteacher with 14 years of experience as a special school teacher, I am motivated to take on a leadership role in a school that aligns with my values of inclusivity and continual improvement. My commitment to teaching excellence is evidenced by positive feedback and a broad range of teaching experience with a hands-on and empathetic approach to creating a learning environment .

Throughout my career, I have been involved with continuing professional development (CPD) initiatives and have placed significant emphasis on encouraging staff to participate. I have also monitored pupil achievement and have created assessment tracking systems to improve attainment levels. Responding to budgetary demands as a middle leader, I have focused on maximising value to invest in my areas of responsibility, including communal and outside areas, to ensure an optimal learning environment.

My sensitivity to social and cultural diversity has led me to foster an open and inclusive environment that embraces my pupils’ backgrounds. I work to maintain positive dialogue with parents and to support groups such as EAL and SEN pupils. I believe that developing initiatives to address the links between social background and attainment is essential for school leadership. To achieve this I believe in making strong links with the local community .

As a leader of a large staff team, I value consultation processes and personal insights of staff members when leading a team. I am eager to involve middle leaders in initiatives aimed at improving the school’s performance. As per the DFE policy, I prioritise the safeguarding of pupils and have overseen child protection in my current role.

Leadership Personal Statement Example 3:

As an educator, I firmly believe that setting high expectations for pupils is essential to their success. In my experience, when students are challenged and held to a high standard, they rise to the occasion and achieve more than they ever thought possible. As a teacher, I strive to be an excellent practitioner by embodying this belief and consistently setting high expectations for my pupils.

One way that I have demonstrated my commitment to high expectations is through my work as a Middle Leader. Over the years, I have led both year groups and core subjects, and in both roles, I have been able to make a significant impact on the school community. Through my leadership, I have worked to ensure that my team of teachers shares my belief in high expectations, and that they are equipped with the tools and support they need to deliver challenging and engaging lessons. By working collaboratively with my team, I have been able to ensure that our pupils are consistently challenged, inspired, and motivated to achieve their very best.

Another area where I have excelled as an educator is in my approaches to curriculum implementation. I believe that every subject is essential and that every subject deserves to be championed. To this end, I have worked to ensure that my subject area is given the time, resources, and attention it deserves. By collaborating with other teachers and leaders, I have been able to share my passion for my subject and help others to see its value and importance. Through this approach, I have been able to champion my subject area effectively, ensuring that it is seen as an essential part of the school curriculum.

Being flexible and resilient are also key attributes for any successful educator. In my experience, the ability to adapt and respond to changing circumstances is essential to providing a high-quality education. Whether it’s adjusting to new teaching methods, dealing with unexpected challenges, or accommodating the diverse needs of pupils, being flexible and resilient is essential to success. I have developed these skills over time, and I am always willing to embrace change and try new approaches to teaching and learning.

Finally, I believe that a successful educator should make a contribution to the wider life of the school and community. As an educator, I am committed to going the “extra mile” for my pupils and their families, and I believe that this extends beyond the classroom. Whether it’s participating in extracurricular activities, attending school events, or volunteering in the community, I am always willing to do what it takes to support my pupils and their families.

In conclusion, as an educator, I strive to be an excellent practitioner with high expectations of my pupils. Through my work as a Middle Leader, my successful approaches to curriculum implementation, and my flexibility and resilience, I have demonstrated my commitment to providing a high-quality education. Furthermore, by making a contribution to the wider life of the school and community, I believe that I can make a positive difference in the lives of my pupils and their families. I am excited about the opportunity to continue growing and developing as an educator and to make a positive impact on the lives of my pupils.

Final Points

Remember a personal statement is – Personal to you! It is a chance to tell the panel shortlisting about yourself. If you want to gain an insight into their values try to look up the current headteacher and any governors on LinkedIn. There may be interests you have in common. The personal statement forms part of your application and may tick boxes that the interview doesn’t cover. The panel will also most likely ask questions based on what you have said in the form so be ready with examples.

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Crafting a Compelling Teaching Personal Statement

Your teaching personal statement needs to give an insight into your personality, teaching style & unique qualities only you hold. In this article, we’ll guide you through the process of writing a compelling teaching personal statement.

The best personal statements are more than just a list of experiences and achievements. A personal statement which tells a compelling story will always compel the reader to want to find out more. If you keep your philosophy as the central theme and ensure that you use examples of practice which link back to that, it will ensure that your personal statement is a coherent and interesting piece of writing.

What Inspired You:

Begin by reflecting on what motivated you to become a teacher. Headteachers want to understand your background, inspiration, the reason you trained as a teacher and why you want to teach your specialism. Highlight your passion for teaching and your genuine desire to make a positive impact on students’ lives.

Showcase Key Achievements:

Highlight your career achievements, qualifications and teaching milestones that you’re most proud of. Demonstrate your ability to drive student progress and results through concrete examples throughout your teaching personal statement. If you’re an early career teacher, discuss your teaching placements, voluntary work, or even include any quotes from observation reports.

Showcase Teaching Skills:

Demonstrate your teaching skills by providing specific examples. Discuss successful teaching strategies you’ve employed, innovative lesson plans you’ve created, or how you’ve adapted to meet the needs of diverse learners. Highlight any extracurricular involvement, such as coaching sports teams or leading clubs, which showcases your dedication to students’ holistic development.

Keep It Concise and Well-Structured:

Teaching personal statements should be clear, concise, and well-structured. Aim for a maximum of 500-600 words. Use headings or bullet points to organize your content. Start with a captivating opening paragraph and conclude with a strong summary of your qualifications and enthusiasm for teaching.

Proofread and Edit:

Thoroughly proofread your teaching personal statement to eliminate grammatical errors, typos, or awkward phrasing. Consider seeking feedback from mentors, colleagues, or friends to ensure clarity and impact. Editing is crucial to present yourself as a professional and detail-oriented teacher.

Show Enthusiasm:

Infuse your teaching personal statement with enthusiasm and optimism. Convey your passion for teaching, showcase your qualifications, and demonstrate your commitment to fostering student growth. A positive and enthusiastic tone can be infectious and leave a lasting impression.

To conclude, your teaching personal statement is your chance to shine as a teacher. Get personal. Write about what makes YOU in the classroom.

For further support and tips, please reach out to Gemma Yates.

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Job tips for teachers: how to write a winning application

Helen sadler, art and design teacher, hammersmith and fulham.

It's the personal statement that will get you short listed: The application form is standard, it's the personal statement that will get you short listed. No more than two sides of A4 it should show how and why you teach and who you are as a person. It should not be a list.

Always read the specification, if it says you are required to teach A-level and you don't or don't mention a willingness to learn it shows you haven't read it. If you are applying for a job in a different area to where you live explain why. Check who the application needs to be sent to, don't just send it to the headteacher. It sounds obvious but make sure you get their name right.

Gaps in employment make it look like you're hiding something, whatever the reason highlight all the positives for gaps. If you have worked in a different sector think about the transferable skills you have. Be honest, don't be tempted to change that D to a C in your qualifications. If you get the job they WILL check.

If interviewed you will be questioned using your personal statement. Don't say you do certain things in the statement but then can't give real examples when interviewed. Be enthusiastic about your subject, why do you teach it, what do you enjoy. Include hobbies on your personal statement, it makes you a more rounded person. But don't include 'socialising with friends' as basically it means getting wasted.

If you only have your training experience include all the schools you have trained in, say what you have learnt, how they are different, what you enjoyed. You could be up against teachers with years of experience. Use any particularly good comments from observations in your personal statement. This is really useful if you are a NQT. Don't be negative about any previous schools.

Chris Hildrew, deputy head teacher, Chew Valley School , Bristol

Successful applicants explain why they are applying for this particular job at this particular school: When sifting through a pile of applications I can usually halve the pile by getting rid of those making basic mistakes. These include poorly proofread or inaccurate letters (there's nothing quite so off-putting as finding the wrong school or head teacher's name left over from the previous time that letter was used), application forms incorrectly completed, and those who feel obliged to include more than is asked for.

I don't want to see your CV unless I've asked for one. I don't want to see a portfolio of PowerPoint presentations you've developed. I don't want a testimonial from your summer job behind the bar in the student union. I want what I've asked for please - letter and form. Form and letter. Thank you.

Straight to the top of the pile go those whose letters explain why they are applying for this particular job at this particular school. Also a winner are those who show exactly how they fit the person specification not only through what they've already done but what they'd like to do next. Above all, though, I like to know exactly why the applicant is a teacher in the first place. A good application will get you the interview; a good interview will get you the job.

Doug Belshaw, former teacher and senior leader and author of #getthatjob

Be selective, rather than scattergun: One of the best things you can do when applying for jobs is to be selective. It's easy to get desperate, either because of money or stress, but it's important to make sure that you've done your homework on what you might be letting yourself in for. Read everything you can online and, if the deadline's far enough away, phone the school and ask them to send you anything (newsletters, for example) that aren't on their website.

There's two benefits to going deep rather than employing a scattergun approach. First, you'll be sure that it's the kind of place you can work. And second, you'll have done 'due diligence' and be in a better position than other candidates to show how you'd fit right in. At interview and on the application you can use examples from the school's recent history to show how you could make an impact straight away.

Finally, be an enlarged version of yourself both on paper (and at interview). It's the best advice I ever received for 'performing' in the classroom and it stood me in very good stead when snagging a job that rocketed me from classroom teacher straight to senior management.

Peter Lee, assistant vice principal, Q3 Academy , Birmingham

Make your application personal to the school and write about why you love teaching: As part of my role I read through numerous written application as part of the job application process. Here are some of my top tips.

Make sure your application is personal to the school – i.e. quote from the Ofsted report, latest exam results, ethos and so on If your application sounds like you've generated a whole host and it's not personal to the school then it's likely to remain at the bottom of the pile Visit the school before handing the application form in – that way you can get a real feel for the school Check spelling and give to another person to proofread any SPAG errors Make sure there are no gaps in your employment history Explain what you will bring that is extra if successful – so what skills can you bring / what extra-curricular opportunities would you be willing to offer? Be positive – write about why you love teaching List any areas in which you have added value – i.e. specific class residuals/meeting whole school or departmental targets

Kirstie Thomas, head of history, Lewis School , Pengam, South Wales

Look at what the school's needs and have ideas for addressing them: I recently had to appoint a new teacher, the main criteria the school was looking for was what else could that teacher offer, and many applications did not make the shortlist as they did not explicitly say what I was looking for. Applicants need to include the other subjects they are able to teach; NQTs should look at doing a secondary subject to improve their initial letter.

An awareness of current educational practice is good but do not write in great depth and waste time and space about it. Have a vision for after school or lunchtime clubs; something they have done or if an NQT something they would like to do, it could be linked to curriculum or an additional free choice, but they should look at school needs and try to offer something interesting and different.

Any previous work although unconnected to education can be phrased in such a way that it gives a sense of transferable skills. Most importantly, the letters should be spell checked and proofread. With a literacy agenda in school I disregarded three letters that were full of basic spelling mistakes and seemed rushed and were poorly written.

Sally Law, principal teacher of English, Marr College , Troon

Show off your vocabulary and try to make applications interesting to read: I appointed two new English teachers this season and had a few gripes with applications. The most irritating, and surprising, problem was the applicants' seeming lack of vocabulary. For English teachers this isn't good although I think it stems from applicants thinking they must use the current jargon so the same words just keep popping up over and over again.

So I would say be a bit more flexible with vocabulary although not to the point of overdoing it with the thesaurus. If there was one more thing it would be to vary sentence structure too and absolutely avoid starting every sentence with 'I'.

John Bull, year 5 teacher, Thursfield Primary School, Stoke-on-Trent

Visit a school before you apply: Headteachers get many applications from many individuals. It is the responsibility of the applicant to make the headteacher want to meet them by making their application stand out. Sometimes that might be in creative ways, like changing the colour of the fonts for different parts of the CV. Not being too effusive is also a good tip. Be positive but not overconfident. Expect the headteacher to want to see you, by writing this as an end paragraph 'I look forward to meeting you at interview.' Always visit a school before you apply. You might not be right for them as well as them not being right for you.

This content is brought to you by Guardian Professional . To get articles direct to your inbox, and to access thousands of free resources, sign up to the Guardian Teacher Network here . Looking for your next role? See our Guardian jobs for schools site for thousands of the latest teaching, leadership and support jobs

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Teaching personal statement examples

Giving you the chance to show why you'd be a great teacher, your personal statement is an important part of your application and worth taking the time over

What is a teaching personal statement?

Your personal statement is used to explain why you want to become a teacher and your suitability for the role. While your application form briefly outlines your qualifications, skills and work experience, your teaching personal statement is where your personality shines through.

Take your time with it. Many candidates often spend a few weeks on this part of the application as you don't have to write it all at once. You should get someone to read over it and be prepared to receive constructive feedback and write a few drafts before you send it off.

It's important to:

• use examples based on your recent teaching experience
• tailor your personal statement according to the school/age group
• use good, clear, written English, using first person terms such as 'my' and 'I'
• be original and honest
• avoid clichés and general statements, such as 'I've always wanted to teach'
• demonstrate a passion for teaching.

While it's crucial to get it right, your teaching personal statement is only a small part of the application process. Find out how else you'll need to prepare to  get a teaching job .

How to write a personal statement for teaching

Your personal statement should be between 500 and 1,000 words. It's crucial that you  don't copy  and that the statement you provide is  your own work .

This is your opportunity to:

• write about any relevant skills and experience you have
• explain your understanding of why teaching is important
• detail why you want to become a teacher
• list any extra skills or experience you have, such as volunteering or first aid.

See  personal statements for postgraduate applications  for more guidance.

The nature of your personal statement will vary, depending on the type of teaching you'd like to pursue. Take a look at some of our example personal statements to get an idea of how they differ.

Personal statement for PGCE primary

As well as focusing on roles in which you've gained experience with primary-age children, a PGCE primary personal statement should demonstrate your well-rounded personality and any skills that could be useful for the range of extra-curricular activities primary schools provide (such as the ability to read music for recorder lessons, or drama experience to help with school plays).

Personal statement for PGCE secondary

Many good PGCE secondary personal statements acknowledge the challenges involved in teaching older pupils and provide examples of where the candidate has worked to overcome these problems. As secondary teaching roles are geared towards teaching a specific subject, training providers are looking for more evidence of your subject and degree knowledge.

Personal statement for School Direct

If you're applying for the salaried School Direct route, you should discuss the experience you've gained in the classroom prior to your application. One of your references will need to be from an employer, or someone who can comment on your work ethic and suitability for teaching. Don't worry if your degree is unrelated to the subject you'd like to teach - you may still be able to apply by completing a subject knowledge enhancement (SKE) course .

Find out more

• Discover how to structure a teaching CV .
• Find out what it's really like to be a primary or secondary school teacher .
• Search postgraduate courses in teaching .

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How to write a great personal statement for a teaching job

Vinny Potter

Last updated: 7 Feb 2024, 16:23

Discover our top tips on what to include in your personal statement for a teaching job and how to present your skills, knowledge, experience and attributes.

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Your personal statement is the heart of your application for work as an early career teacher and should be tailored for each role. For teaching applications this is sometimes also called a letter of application, but it is essentially the same thing. This is your opportunity to provide evidence of how you match the needs of the specific teaching job you are applying for, and earn yourself an invitation to the next stage, which is likely to be a selection day held at the school.

Writing tips for personal statements

See our example personal statement for primary school teaching, below. Imagine it was written in response to the following job advert:

We are advertising for a Year 3 Classroom Teacher. The successful candidate will be able to demonstrate the following:

• Committed to our school and our values
• Experience across a range of age groups
• Committed to reflection and improving practice
• Knowledge of the National Curriculum
• Excellent lesson planning
• Knowledge of assessment
• Good knowledge of SEND and positive interventions
• Positive approach to provide challenge and support student success
• Excellent behaviour management
• Good communication skills with parents
• Enthusiastic and creative approach to lessons
• Willing to contribute to the wider life of the school.

See our personal statement for secondary school teaching, below. Imagine it was written in response to the following job advert:

Country High School are advertising for an enthusiastic Secondary PE Teacher. The successful candidate will be able to demonstrate the following:

• Ability to adapt and tailor your approach for the differing needs of pupils
• Knowledge of the National Curriculum for your subject
• Knowledge of a wide range of sports
• Willing to engage in extra curricular activities and the wider life of the school
• Experience of supporting high ability students, as well as those who may be less able or motivated
• Ability to use data effectively
• Teach across all ability levels including SEND
• Ability to use Technology to enhance learning.

When completing a personal statement for a teaching job, you should typically observe the following guidelines:

• Do not write a generic statement. Instead use the person specification and job advert for the vacancy as a structure for your statement or consider using the government's Teachers' Standards if no person specification is provided.
• Do not exceed two sides of A4, unless otherwise instructed.
• Tailor your statement for each new application according to the nature of the school or LA and the advertised role.
• Always read any guidance provided – many schools and LAs will tell you how they want this section set out.
• Emphasise your individual strengths in relation to the role.
• For a pool application, make sure you give a good overview of your skills and experience.
• It is essential that you give specific examples of what you have done to back up your claims.

Primary school personal statement

Examples of a personal statements for a primary school teaching job.

Primary school personal statement example

Secondary school personal statement

See our example of a personal statement for a secondary school teaching job.

Secondary school personal statement example

What you should cover in your personal statement

When schools advertise graduate teaching jobs , they write a job description which states the essential attributes they are looking for. This is their marking criteria for the job. When they read your statement, they will usually score this based on their essential and desirable criteria. Therefore, you need to read their documents carefully to find the criteria and provide an example or evidence of each point. If the job advert does not include any documents which include their criteria, then you can use the following structure for your statement and use the Teachers’ Standards as a guide for the criteria they may be looking for.

Why you are applying for the role:

• Refer to any knowledge you have of the LA or the school, including any visits to the school and what you learned from them.
• Show you would be a good fit for the school. The best way to do this is to look at the school’s values and give an example of how you match these.
• Mention any special circumstances (for example, your religious faith) which you think are relevant.

Details about your course:

• Give an overview of your training course - including the age range and subjects covered - and any special features.
• If you are a PGCE student, mention your first degree, your dissertation (if appropriate), any classroom-based research projects and relevant modules studied. Also mention if you have studied any masters modules.

Your teaching experience:

• What year groups you have taught.
• What subjects you have covered.
• Your use and understanding of formative and summative assessment practices.

Your classroom management strategies:

• Give examples of how you planned and delivered lessons and evaluated learning outcomes, including differentiation, scaffolding etc.
• Explain how you have managed classrooms and behaviour.
• Detail your experience of working with assistants or parents in your class.

Your visions and beliefs about primary/secondary education:

• What are your beliefs about learning and your visions for the future? You could touch on areas such as learning and teaching styles and strategies.
• Reflect on key policies relevant to the age range you want to teach.

Other related experience:

• This can include information about any previous work experience.
• Include training activities you have carried out and ways in which your subject knowledge has been developed.

Other related skills and interests:

• Give details of any particular competencies, experiences or leisure interests. This will help the school to know more about you as a person and could ‘add value’ in a school environment.
• Any involvement in working with children (running clubs, youth work and summer camps) is particularly useful to include.

Aim to end on a positive note. A conclusion which displays your enthusiasm in relation to the specific application and teaching in general will enhance your application - but avoid general statements and clichés.

Written by Vinny Potter, St Marys University, Twickenham, July 2023

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• mrsstrickey
• Jan 16, 2021

Writing a Personal Statement

Going for your first NQT post can be a daunting prospect... especially when in teaching, you need to write a personal statement to support your application form.

Schools use your personal statement to help short list candidates for a position by checking off the criteria of the person specification that they can see in your statement. It is always a good idea to write your personal statement alongside the person specification, ensuring that you have included all the "essential" criteria and as much of the "desirable" criteria you can that are assessed through the application.

Where possible, you should also use the language of the school you are applying to - their vision, values, mission and ethos statements will help you here and should be available on the school's website. You will also sometimes find these in the application pack. Read this carefully and then read it again, reading between the lines of what they might be looking for.

Here is an example of the structure of a personal statement for a trainee teacher applying for their first NQT job:

Begin with an impact statement that summarises your philosophy on teaching or that refers to the mission/vision/values/ethos of the school you are applying to:

I believe that it is, as Einstein said, the supreme art of the teacher to awaken joy in creative expression and knowledge. As a passionate teacher, dedicated to ensuring the very best outcomes for all students I teach, this statement resonates with me as I endeavour to awaken joy in all of the learners within my classroom. It was your belief all young people have the right to a transformational educational experience, that will enable them, no matter what their starting point, to fulfil their potential and realise their ambitions that first attracted me to your school as it aligns with my own personal and professional philosophy on education.

Throughout my practice, I constantly encourage pupils to participate and contribute in an atmosphere highly conducive to learning. I have consistently set high expectations of pupils in different training contexts. There are high levels of mutual respect between me and pupils. I am very effective in promoting learners’ resilience, confidence and independence when tackling challenging activities. In my lesson, I generate high levels of enthusiasm, participation and commitment to learning.

Back this up with an example from your training.

I have also assumed a high level of responsibility for the attainment progress and outcomes of the pupils I have taught. I have demonstrated confident judgement in planning for pupil progression both within individual lessons and over time and I am able to articulate a clear and well-justified rationale as to how I am building on prior achievement. Within my lessons, I seek to actively promote engaging and effective methods that support pupils in reflecting on their learning. I have demonstrated that I am able to set appropriately challenging tasks, drawing on a sound knowledge of the pupils’ prior attainment, which has been obtained through systematic and accurate assessment. I regularly create opportunities for independent and autonomous learning. As a result the majority of pupils make very good progress.

In order to plan effective lessons, I draw on my in-depth subject and curriculum knowledge of [your subject or phase] to plan confidently for progression and to stimulate and capture pupils’ interest. Throughout my training, I have demonstrated very well-developed pedagogical subject knowledge, by anticipating common errors and misconceptions in my planning. I am astutely aware of my own development needs in relation to extending and updating my subject, curriculum and pedagogical knowledge in my early career and have been proactive in developing these effectively during my training. I always model very high standards of written and spoken communication in all professional activities. I also successfully identify and exploit opportunities to develop learners’ skills, in communication, reading and writing.

I plan lessons that often use well-chosen, imaginative and creative strategies, and that match individuals’ needs and interests. I am highly reflective in critically evaluating my practice. I am able to accurately judge the impact of my practice on individual and groups of learners and can use my evaluation to inform future planning, teaching and learning. During my training, I have shown initiative in contributing to curriculum planning and developing and producing effective learning resources in my placement settings.

I have been able to quickly and accurately discern my learners’ strengths and needs and I have been proactive in differentiating and employing a range of effective intervention strategies to secure progression for individuals and groups. I have an astute understanding of how effective different teaching approaches are in relation to impact on learning and engagement of learners

I can confidently and accurately assess pupils’ attainment against national benchmarks. I use a range of assessment strategies very effectively in my day-to-day practice to monitor progress and to inform future planning. In my practice, I systematically and effectively check learners’ understanding throughout lessons, anticipating where intervention may be needed and do so with notable impact on the quality of learning. I have shown that I am able to assess learners’ progress regularly and work with them to accurately target further improvement and secure rapid progress.

I have been able to rapidly adapt to the different circumstances in which I have trained, working confidently within the frameworks established in different settings and applying rules and routines consistently and fairly. I have also demonstrated an ability to adapt to remote working and remote delivery in response to the Global Pandemic. I consistently have high expectations and understand a range of strategies that experienced teachers use to promote positive behaviour and apply these very effectively, including use of school sanctions and rewards, and use of praise, in order to create an environment highly supportive of learning. I am able to manage pupil behaviour with ease so that learners display very high levels of engagement, courtesy, collaboration and co-operation. Where it is needed, I actively seek additional support in addressing the needs of pupils where significantly challenging behaviour is demonstrated.

During my training, I have been proactive in seeking out opportunities to contribute in a significant way to the wider life and ethos of the school. I have built strong professional relationships and have demonstrated that I am able to work collaboratively with colleagues on a regular basis. I have taken responsibility for deploying support staff in my lessons and for seeking advice from relevant professionals in relation to pupils with individual needs. I deliberately seek out opportunities to develop my own professional learning and respond positively to all the feedback I receive. I have also demonstrated that I can communicate very effectively, both verbally and in writing, with parents and carers in relation to pupils’ achievements and well-being when required to do so formally, but I am also proactive in communicating in relation to individual pupils’ emergent needs.

I always treat pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher's professional position. I realise the need to safeguard pupils' well-being, in accordance with statutory provisions. I show tolerance of and respect for the rights of others. I do not undermine fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs. I always ensure that personal beliefs are not expressed in ways which exploit pupils' vulnerability or might lead them to break the law. I am always punctual and have good attendance. I have attended numerous CPD sessions and will continue to do so. I have also completed a weekly duty (before school and at break} and attends daily briefings (whole school, subject or pastoral). I have taken on board the policies of the school and maintain a high standard in all my practices. I have a good understanding of the framework within which I work and my professional duties

End with a statement that implies/assumes you will be invited for interview:

I would relish the opportunity to work at your school and look forward to discussing this further with you at interview.

You can download the word version of this

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• Jobseeker guides

How to write a teacher personal statement

What experience do you have, are you engaged in teaching theory and research, are you up to date on safeguarding statutory guidance, what are your skills and qualities, how can you contribute to wider school life, search for roles.

Your personal statement is your first opportunity to show the school you’re a great fit for the job, and gets you closer to being shortlisted for an interview. The more you show how your skills and interests match the school’s ethos and values, the better. We’ve spoken to a range of teachers to get their top tips for success.

Schools want to hear about your trainee experience with different subjects, key stages, types of school, and working with a range of pupils.

Think about your approach to teaching, how you keep pupils engaged, and how you communicate with different kinds of people (children, staff, parents and carers). Ensure you provide evidence for how you have improved student engagement and built positive relationships with pupils.

Schools will be interested in your approach to behaviour management, so think about your go-to strategies.

Think about any research that has affected your teaching practice. Explain what has worked well and if it didn’t, what you learnt.

You need to demonstrate your awareness of the importance of safeguarding and the requirements of Keeping Children Safe in Education . Include any examples of how you worked with a Designated Safeguarding Lead.

Are you a well-organised, confident, and motivated teacher? Say it, and provide examples! Schools are looking for great communicators, team players and relationship builders. Make sure you say how you create a positive learning environment, and consider skills like time management, organisation, and flexibility. Schools will also want to know how you overcome challenges.

Set yourself apart by showing how your hobbies and achievements could contribute to the wider school community. Could you run an after school club or organise school trips?

Search for roles on Teaching Vacancies now.

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Head of Department CV example

Becoming the head of your chosen department can be a very exciting and rewarding next step in your teaching career.

If you’re ready to make the move, you need to prepare a professional CV that effectively showcases your educational background and skills.

Our comprehensive guide, complete with an example head of department CV,  will help you to carefully craft a strong application.

Guide contents

Head of Department CV example

• Structuring and formatting your CV
• Writing your CV profile
• Detailing work experience
• Your education
• Skills required for your Head of Department CV

CV templates 

This a good example of a Head of Department CV which contains all of the information that an employer would need to know, and presents it in a well- structured, easy-to-read manner.

Take some time to look at this CV and refer to it throughout the writing of your own CV for best results.

Head of Department CV structure and format

If you focus on the written content of your CV but ignore how it actually looks, your efforts could end up wasted.

No matter how suitable you are for the role, no recruiter wants to spend time squinting and trying to navigate a badly designed and disorganised CV.

Instead, make sure to organise your content into a simple structure and spend some time formatting it for ease of reading – it’ll get you in recruiter’s good books from the get-go!

Formatting Tips

• Length: Think that submitting a five page CV will impress recruiters? You’re wrong! Even if you’ve got tons of experience to brag about, recruiters don’t have time to read through overly detailed CVs. Keep it short, concise and relevant – a CV length of 2 sides of A4 pages or less is perfect.
• Readability : Make sure your CV is easy to read and looks professional by applying some simple formatting tricks. Bullet points are great for making large paragraphs more digestible, while formatting your headings with bold or coloured text will help the reader to find the information they need, with speed.
• Design: Your CV needs to look professional, sleek and easy to read. A subtle colour palette, clear font and simple design are generally best for this, as fancy designs are often harder to navigate.
• Avoid photos: If your CV has photos, images or profile pictures, hit the delete button. They’re not needed and won’t add any value to your applications.

Structuring your CV

Divide your CV into the following major sections when writing it:

• Name and contact details  – Head your CV with your name and contact details, to let the reader know who you are and how to contact you.
• CV profile – A brief paragraph which summarises your skills and experience and highlights why you’re a good match for the role.
• Core skills list – A snappy, bullet-pointed list of your most relevant skills.
• Work experience – A structured list of your work experience in reverse chronological order.
• Education – A summary of any relevant qualifications or professional training you’ve completed.
• Hobbies and interests – An optional section, which should only be used if your hobbies are relevant to the jobs you’re applying to.

Now I’ll guide you through exactly what you should include in each CV section.

CV Contact Details

Begin by sharing your contact details, so it’s easy for schools or colleges to give you a call. Keep to the basics, such as:

• Mobile number
• Email address – It should sound professional, with no slang or nicknames. Make a new one for your job applications if necessary.
• Location – Simply share your vague location, for example ‘Manchester’, rather than a full address.
• LinkedIn profile or portfolio URL – Remember to update them before you send your application.

Head of Department CV Profile

Recruiters and hiring managers are busy, so it’s essential to catch their attention from the get-go.

A strong introductory profile (or personal statement , for junior candidates) at the top of the CV is the first thing they’ll read, so it’s a great chance to make an impression.

It should be a short but punchy summary of your key skills, relevant experience and accomplishments.

Ultimately, it should explain why you’re a great fit for the role you’re applying for and inspire recruiters to read the rest of your CV.

Tips for creating an impactful CV profile:

• Keep it brief: It might be tempting to submit a page-long CV profile, but recruiters won’t have the time to read it. To ensure every word gets read, it’s best to include high-level information only; sticking to a length of 3-5 lines.
• Tailor it: Recruiters can spot a generic, mass-produced CV at a glance – and they certainly won’t be impressed! Before you write your profile (and CV as a whole), read through the job advert and make a list of any skills, knowledge and experience required. You should then incorporate your findings throughout your profile and the rest of your CV.
• Don’t add an objective: Want to talk about your career goals and objectives? While the profile may seem like a good space to do so, they’re actually much better suited to your cover letter .
• Avoid cliches: If your CV is riddled with clichès like “Dynamic thought-leader”, hit that delete button. Phrases like these are like a broken record to recruiters, who read them countless times per day. Hard facts, skills, knowledge and results are sure to yield far better results.

What to include in your Head of Department CV profile?

• Summary of experience: To give employers an idea of your capabilities, show them your track record by giving an overview of the types of schools you have worked for in the past and the roles you have carried out for previous employers – but keep it high level and save the details for your experience section.
• Relevant skills: Make your most relevant Head of Department key skills clear in your profile. These should be tailored to the specific role you’re applying for – so make sure to check the job description first, and aim to match their requirements as closely as you can.
• Essential qualifications: Be sure to outline your relevant Head of Department qualifications, so that anyone reading the CV can instantly see you are qualified for the jobs you are applying to.

Quick tip: If spelling and grammar are not a strong point of yours, Use our quick-and-easy CV Builder to add pre-written content that has been created by recruitment experts, and proofread by our team.

Core skills section

Underneath your profile, create a core skills section to make your most relevant skills jump off the page at readers.

It should be made up of 2-3 columns of bullet points of your relevant skills.

Before you do this, look over the job description and make a list of any specific skills, specialisms or knowledge required.

Then, make sure to use your findings in your list. This will paint you as the perfect match for the role.

Work experience/Career history

Next up is your work experience section, which is normally the longest part of your CV.

Start with your current (or most recent) job and work your way backwards through your experience.

Can’t fit all your roles? Allow more space for your recent career history and shorten down descriptions for your older roles.

Structuring your roles

Recruiters will be keen to gain a better idea of where you’ve worked and how you apply your skill-set in the workplace.

However, if they’re faced with huge, hard-to-read paragraphs, they may just gloss over it and move onto the next application.

To avoid this, use the simple 3-step role structure, as shown below:

Start with a 1-2 sentence summary of your role as a whole, detailing what the goal of your position was, who you reported to or managed, and the type of organisation you worked for.

Key responsibilities

Using easy-to-read bullet points, note down your day-to-day responsibilities in the role.

Make sure to showcase how you used your hard sector skills and knowledge.

Key achievements

Finish off by showcasing 1-3 key achievements made within the role.

This could be anything that had a positive effect on your company, clients or customers, such as saving time or money, receiving exemplary feedback or receiving an award.

At the bottom of your CV is your full education section. You can list your formal academic qualifications, such as:

• GCSE’s

As well as any specific Head of Department qualifications that are essential to the jobs you are applying for.

Note down the name of the qualification, the organisation at which you studied, and the date of completion.

Interests and hobbies

The hobbies and interests CV section isn’t mandatory, so don’t worry if you’re out of room by this point.

However, if you have an interesting hobby , or an interest that could make you seem more suitable for the role, then certainly think about adding.

Be careful what you include though… Only consider hobbies that exhibit skills that are required for roles as a Head of Department, or transferable workplace skills.

There is never any need to tell employers that you like to watch TV and eat out.

Essential skills for your Head of Department CV

Tailoring your CV to the roles you are applying for is key to success, so make sure to read through the job descriptions and tailor your skills accordingly.

However, commonly desired  Head of Department  skills include:

• Leadership – As head of department you’ll need to be an active member of the faculty and be able to effectively lead your team and other members of your department.
• Management skills –  You need to ensure all members of your department have the necessary support and resources to enable them to do their jobs effectively.
• Teaching skills – Though you are the head of department, you’ll still be teaching pupils some of the time, therefore strong teaching skills are a must! For example, subject knowledge and communication.
• Budgeting – You will be responsible for setting, spending and managing budgets for your department.
• Delegation and organisation – This is a demanding role and requires you to be organised at all times and have the ability to delegate tasks to ensure all work and teaching is completed to the highest standard.

Writing your Head of Department CV

A strong, compelling CV is essential to get noticed and land interviews with the best employers.

To ensure your CV stands out from the competition, make sure to tailor it to your target role and pack it with sector-specific skills and results.

Remember to triple-check for spelling and grammar errors before hitting send.

Good luck with the job search!

• CV Templates
• Deputy Head Teacher CV Example

Example CV Template For a Deputy Head Teacher

Using a CV Template when creating a CV for a Deputy Head Teacher position is a helpful way of putting structure into your CV, and a great way to learn ideas.

Quick Links

Personal statement.

• Cover Letter Guidance
• Deputy Head Teacher CV Template Overview
• Deputy Head Teacher CV Example Structure
• Related CV Advice

It is good practice to view several examples of CVs from your industry, so you can define what you would like to achieve. Be careful when using a CV template because the content you include needs to be unique content, tailored to your experiences as a Deputy Head Teacher and specifically, about your achievements. When creating your CV, a key tip is to carefully insert your personality, give an overview of your job responsibilities and share insights about your career that you are proud of.

Deputy Head Teacher CV Advice

It is good practice to view several examples of CVs from your industry to define what you would like to achieve. Be careful when using a CV template because the content you include needs to be unique content, tailored to your experiences as a Deputy Head Teacher and specifically, about your achievements. When creating your Deputy Head Teacher CV, a key tip is to carefully insert your personality. Key points to include are an overview of your job responsibilities and insights about elements of your career that you are proud of. When applying for a Deputy Head Teacher job, read the hiring manager’s Deputy Head Teacher job description, identify the Deputy Head Teacher skills mentioned in the job ad, and ensure they appear on your Deputy Head Teacher resume.

Deputy Head Teacher Personal Statement

Start with a unique personal statement tailored specifically to you. Focus on who you are, what your strengths are and share the traits that make you a standout candidate for a job in Education. Your personal statement should summarise your CV, which should address who you are, what you have to offer, and what you are aiming for in your career. Most crucially, you need to let the hiring manager, interviewer, or employer understand the type of impact you will have in their company, should you be employed. Our CV template includes a personal statement example to help you secure a job interview. employed.

Deputy Head Teacher Cover Letter Guidance

When job seekers apply for a Deputy Head Teacher job, it is crucial to include a cover letter, even if the position is an entry-level job. The cover letter suitable for most Deputy Head Teacher jobs needs to fulfil three criteria. You should introduce yourself, build rapport with the recruiter, and encourage the hiring manager to invite you to an interview. When writing your cover letter, create an introduction, explain why you are applying for the job, and why they should hire you. It can be helpful to review the Deputy Head Teacher job description to discover the skills the employer is seeking. You can view the perfect cover letter template here.

Recommended Deputy Head Teacher Jobs

Cv template overview for a deputy head teacher.

As a Deputy Head Teacher, I played a crucial role in managing the day-to-day operations of the school. I led and supported teaching staff and ensured that the school was meeting educational goals and targets. I also worked closely with the Head Teacher to develop and implement school policies, manage budgets, and maintain regulatory compliance.

In my role, I was responsible for promoting and facilitating excellent teaching and learning practices. I supported teachers with training and resources to ensure that all students received the best possible education. I also worked with parents, guardians, and outside agencies to ensure a positive and inclusive school community that prioritized student welfare and wellbeing.

CV Example Work Experience for a Deputy Head Teacher

• Teaching experience and QTS.
• Experience in a leadership or management role.
• Excellent organisational and time-management skills.
• Strong verbal and written communication skills.
• Ability to lead and inspire teaching staff.
• Knowledge of educational policies and regulations.
• Experience managing budgets and resources.
• Ability to work collaboratively with fellow leaders.
• A commitment to student welfare and inclusive education.

CV Tips for a Deputy Head Teacher

• Supervising and supporting teaching staff to ensure a consistently high standard of teaching and learning.
• Working with the Head Teacher to develop and implement policies that support educational targets and student wellbeing.
• Communicating regularly with parents, guardians, and outside agencies to ensure a supportive school community.
• Managing budgets and resources efficiently and effectively.
• Undertaking regular monitoring and evaluation of school performance, taking action where necessary to improve outcomes.
• Developing and delivering training for teaching staff to ensure continuous professional development.
• Collaborating with fellow leaders to ensure the smooth running of the school.
• Acting as a role model for students, staff, and the wider community, promoting educational excellence and inclusivity.

Deputy Head Teacher Sample Resume Format

This Deputy Head Teacher resume sample format will allow you to create a concise CV that includes all the elements a hiring manager will expect to see when you apply for Deputy Head Teacher jobs. Your work experience and education should be added in reverse chronological format, with the most recent employer and qualification appearing first. If you have little work experience, we recommend changing the order of our Deputy Head Teacher resume sample/cv sample, so your education is listed before your work experience. If you have no work experience, consider adapting the resume sample, where an Essential Skills section replaces the Previous Employers section.

Example Structure of a CV for a Deputy Head Teacher

Telephone Number | Email Address | LinkedIn Profile

Your Personal Statement

Previous Employers

Company name, job title (dates of employment).

• Job skills (Deputy Head Teacher skills)
• Achievements
• Awards and recognition
• Job skills (computer skills / interpersonal skills / verbal communication skills)

Education & Qualifications

University name, degree name (dates of study).

• Relevant modules

College Name

(dates of study).

• Subjects and grades

Interests & Hobbies

• Transferable skills and experience

Related CV Templates

• Nursery Manager
• Preschool Head Teacher
• Primary School Headteacher
• Kindergarten Headteacher

Find a Salary

Average salary.

Min: £22,000.00 Max: £69,705.00

Average Deputy Head Teacher Salary in UK: £49,964.61

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ASSISTANT HEADTEACHER: SUPPORTING STATEMENT PACK

Subject: Pedagogy and professional development

Age range: Age not applicable

Resource type: Other

Last updated

6 November 2022

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Cover Letter and Supporting Personal Statement for Assistant Head teacher Post for Primary / Middle and High School.

A full pack containing A Cover Letter Example AND Personal Supporting Statement Example

This is a quality cover letter and supporting statement that has led to being successfully called to interview. I hope it helps someone in the process.

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