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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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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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Free Examples of Effective Teaching Personal Statement

Table of Contents

The personal statement is an important part of the teaching application process. It allows you to provide information about yourself that doesn’t appear in your resume or transcripts.

When writing your personal statement, be sure to focus on the qualities that make you a good teacher. Before giving you  examples of personal statements for teaching jobs , we have a few tips to help you.

Important Tips for Writing a Personal Statement for a Teaching Job

When creating your personal statement , it’s important to remember why you want to become a teacher. We dive further into this and more in this section of the article.

Start With Why You Chose Teaching As a Profession

What do you love about teaching? What drives you? Define what makes a great teacher for you and explain how your experiences have prepared you for this career.

Be specific and honest in describing both your strengths and weaknesses as they relate to teaching. Ultimately, the goal is for the recruiter to understand why you’re the best choice for the job.

Explain How You Have Developed This Passion

Your statement should explain how you developed your passion for teaching. Choosing teaching as a profession isn’t enough. How did you nurture this passion?

Describe Any Experience You Have Had Working With Students

You need to describe your previous experience working with students. Doing this helps demonstrate your ability to handle students and work in a school environment.

Highlight Your Strengths and Skills As They Relate to Teaching

Don’t be shy to highlight your teaching strengths and skills. You’re competing with others for the job. Only qualified candidates with skills related to the job get interviewed. Highlight any experience or qualifications that are relevant to the role.

Tailor the Statement to the Job Description

Like any job opening, be sure to read the job description. This helps ensure you tailor your personal statement specifically for the position you’re applying for . 

It is unbecoming for a teacher to submit a statement full of errors. Proofread and edit your statement carefully before submitting it.

Examples of Personal Statements for Teaching Jobs

We have some of the best examples of personal statements for teaching jobs for you. Read through to see what your personal statement should look like.

Teaching has been a lifelong passion of mine. I began working with children as soon as I was old enough to volunteer in my local Sunday school program. Since then, I have continued to work with students of all ages in many different settings, including public schools, after-school programs and summer camps. My experience has taught me that nothing is more rewarding than helping young people learn and grow. 

I am confident that my skills and passion for teaching would make me an excellent educator. In addition to having classroom experience, I possess strong organizational and communication skills, which are essential for successfully managing a classroom environment.

Above all, however, what makes me an ideal teacher is my dedication to the success of each individual student. Every child deserves the opportunity to find their own unique strengths and passions. It is my goal as a teacher always be there to help them discover these things within themselves.

I am a compassionate and dedicated teacher with years of experience in the field. Above all, I believe that teaching is not simply a profession. Rather, it is a calling that allows me to share my knowledge and help others learn and grow. 

My approach is student-centered. I adapt my instruction to meet their unique needs while fostering an environment where they can feel comfortable taking risks and making mistakes. In addition to having strong classroom management skills, I have a proven track record of developing engaging curricula tailored for students at different levels. Ultimately, I view teaching as an opportunity not only to impart important academic knowledge but instill lifelong values such as curiosity, resilience, and compassion.

It’s always nerve-racking to go through the application process for a teaching job. If you put some thought into it, it becomes easier. Focus on what’s important: the skills, strengths, and experience that make you right for the job. 

Abir Ghenaiet

Abir is a data analyst and researcher. Among her interests are artificial intelligence, machine learning, and natural language processing. As a humanitarian and educator, she actively supports women in tech and promotes diversity.

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How to write the perfect teaching personal statement

Application and interview, tes editorial.

When applying for a new job, you may be competing with tens or hundreds of other applicants in a race for the role.

The HR manager or headteacher recruiting for the job will be scrutinising every detail of your application to make sure they are bringing in the right people for interview.

The application form is the first hurdle you have to get over and sets the first impression of you as a person in the recruiter’s mind.

• Advice on honing your job search
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The personal statement: why does it matter? 

The personal statement presents the perfect opportunity to show you are an exceptional candidate, understand teaching and know the school you are applying to.

It is not an easy task and is a tricky thing to get right. It requires being concise and clear – it shouldn’t be too long or read like a list.

You should talk about yourself and your professional achievements, while at the same time apply those experiences to the school itself.

We spoke to Malcolm Trobe, deputy general secretary of the Association of School and College Leaders , about what goes into the perfect personal statement. Here's what he said:

What does a great teaching personal statement look like?

"In general, I would say no longer than two sides of A4 – typescript. It needs to be well structured and linked to the specific school. It will need to include a number of key areas, including behavioural management, educational philosophy, subject expertise, pedagogy, personal organisation and skills and enrichment activities that the candidate can bring."

What should it contain?

"I would recommend that candidates include three elements in each of the key areas:

• What their beliefs/philosophy/approach is – i.e., the theory
• Their experience in that area
• How they would use that experience in the school they are applying to and specific to the job they are applying for

The statement should also include something personal in terms of their outside interests to indicate that they live an interesting and well-balanced life."

What are school leaders looking to read in a good personal statement?

"They will want to see something of the person’s character come through. It must not be just a list of achievements or repeat of the CV. It needs to be well-written, error-free and mention the school they are applying for – but not too many times. It should read as if it has been specifically written for the school and job they are applying for. I would be looking for something similar to the approach I have indicated above, covering all of the key areas and indicating that they have a vocation for working with young people. Somehow I would like to see a ‘generosity of spirit’ come through in the statement."

How can a candidate stand out in a personal statement?

"A good personal statement needs to include something of the person themselves. It has to make the reader believe that the candidate has something special without bragging or appearing arrogant – but something a bit above what other candidates may offer. A really good introduction and ending are important, and it's worth spending a great deal of time crafting those sections of the statement. Hook the reader in at the beginning and finish on a high note so that they want to meet the person and explore what has been written."

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Teaching Statements

What this handout is about.

This handout will help you write a teaching statement, a 1-4 page document that describes your teaching experiences and pedagogical approaches.The first time you write a teaching statement is often in the context of an application for an academic job or teaching position.

What is a teaching statement?

A teaching statement, or statement of teaching philosophy, highlights academic job candidates’ teaching qualifications, explains their pedagogical approaches, and demonstrates how they will contribute to the teaching culture of prospective institutions.

Because hiring committees for academic jobs cannot observe the teaching of every applicant, they rely on other means of evaluating a candidate’s teaching. These alternatives may include a teaching demonstration during a campus visit; a teaching portfolio consisting of student evaluations, sample syllabi, etc; and/or a teaching statement. By illustrating a candidate’s teaching experiences and philosophy with concrete examples, a teaching statement helps the hiring committee imagine what it would be like inside the candidate’s classroom.

Teaching statements will vary from candidate to candidate (and one candidate’s teaching statements may vary from application to application). The sections below offer guidelines to help you prepare, write, and revise your own teaching statement.

Preparing to write a teaching statement

An effective teaching statement involves both reflection and research. Thinking about your teaching and your goals can be helpful before you begin writing or revising your teaching statement. This process can also prepare you for interview questions that address teaching, should your application lead to an interview.

Brainstorming

Before you begin writing your teaching statement, it can be useful to think more generally about your teaching philosophy. Once you’ve brainstormed some ideas, you can then focus on how to clearly and succinctly communicate those thoughts in a teaching statement. For some general brainstorming strategies, you can consult our Brainstorming handout; the following questions will help you brainstorm more specifically about your teaching philosophy:

• What goals do you set for students in your courses?
• How do you enact those goals?
• How do you evaluate how well those goals are being met?
• What is your plan for developing your teaching? What other aspects of pedagogy would you like to develop in your practice?
• What can a student expect to experience in your class?
• What is the relationship between your teaching and research?
• What are the unique challenges or opportunities to teaching in your field?
• What is your favorite aspect of teaching? Why?
• What is your favorite course to teach? Why?
• How do you effectively teach students with diverse identities and backgrounds?
• How do your beliefs about student learning affect your instructional choices?

Consulting models

Looking at sample teaching statements can give you a better sense of the genre and can help you determine what elements you would like to include in your own teaching statement. Students in your program, recent graduates, and professors may be willing to share models, and many examples are also available online through libraries and faculty resource centers.

As you look at sample teaching statements, think about what you do or do not like about each statement. The following questions can help you determine how you might construct your own statement.

• What is the most memorable part of the teaching statement? Why?
• How is the teaching statement organized (e.g. thematically, chronologically)?
• How easily are you able to follow the structure of the statement?
• What is the writing style of the teaching statement (e.g. formal, conversational)?
• What impression of the writer does the writing style convey?
• What image of the writer are you left with after reading the entire statement?
• How well can you imagine yourself as a student in the writer’s class?

Researching the institution

Different institutions will have different teaching cultures and, therefore, will value different types of teaching statements. For example, a research university and a community college may have different approaches to teaching, so the same teaching statement is unlikely to appeal to both institutions. Instead, you should try to tailor your teaching statement to each individual institution (and department) to which you are applying.

As a first step, you can explore the institution and department websites to learn how much emphasis they place on teaching. You might also research the department faculty, their areas of expertise, and the courses they have recently taught. By learning about your audience, their teaching expectations, and their values, you can tailor your teaching statement to demonstrate how well you will fit into the department’s teaching culture.

You might also think about the department’s needs by considering current offerings and what they can tell you about the priorities and values of the department. Without making assumptions, you can ask yourself:

• How do the department’s offerings compare with common or standard course offerings in the field? How do they compare with courses you have taken or taught?
• How does your current research relate to the department’s course offerings?
• Which courses would you be prepared to teach?
• What future courses might you envision creating for the department?
• Does the department offer any special courses, seminars, or initiatives relevant to your research or teaching experience?

Although a targeted teaching statement is important at any point in the application process, the timing of the hiring committee’s request can also inform you about how targeted the statement should be. For example, if the committee requests a teaching statement after they have already reviewed your initial materials, then you should be even more purposeful in demonstrating how you will fit into their specific teaching culture and how you can contribute to their department’s teaching needs.

Drafting a teaching statement

Because teaching statements are variable in design and structure, you will have many choices to make during the drafting process. Here are some common decision points, considerations, and challenges to keep in mind while writing your teaching statement.

Organizational strategies

Teaching statements do not have one set organizational structure. Instead, you can employ different organizational strategies to emphasize different aspects of your teaching. Here are a few examples that you could consider:

Think of your teaching history as a narrative (past, present, future). How have your previous experiences informed your current practices? How might those practices transform within different contexts in the future? This narrative strategy allows you to build upon past experiences to point towards future development.

Structure your statement around your teaching goals, methods, and assessment. How do your goals inform your methods, and how do you assess the extent to which those goals have been reached? This process-oriented strategy can help you highlight connections between goals and outcomes and show how those connections inform your practice.

Identify themes, concepts, ways of thinking, or learning strategies that are prevalent in your teaching. How do these elements help students learn? This approach can characterize what’s distinctive about your teaching and how it serves students.

Be specific and concrete

Including specific details and explanations in your teaching statement will help the audience picture what it’s like to be in your classroom. Rather than simply mentioning a particular innovation or strategy, include examples of how it has helped students in practice.

Explain terms that could be open to interpretation by your reader. For example, if you mention the importance of critical thinking in your teaching statement, explain what that means to you as an instructor.

Use concrete examples from your teaching and classroom experiences to illustrate how your teaching philosophy informs your practice. How does your philosophy shape your students’ experiences in the classroom?

Incorporate inclusivity

While some applications will also require a diversity statement, the teaching statement is your opportunity to express how you consider diversity and foster inclusivity in the classroom through specific examples. Incorporating inclusivity throughout your teaching statement demonstrates that it is an integral part of your philosophy and practice rather than just a required element tacked on at the end. Here are some questions to help you reflect on how you might incorporate inclusivity in your teaching:

• How does your course material reflect contributions from diverse perspectives?
• How do you encourage collaboration among all students?
• How do you help students from diverse backgrounds feel welcome and safe in your classroom?
• How do you cultivate an inclusive learning environment that encourages students to think about the effects of racial, cultural, gender, socioeconomic, and other differences?
• How do you make your instruction accessible to students with physical disabilities and learning differences?

How do I keep my teaching statement both professional and personal?

As with most writing, knowledge of your intended audience can help guide choices around style. You can use the information you gleaned from researching the institution to develop a sense of their values and level of formality. You might also consider models, especially those from applicants at comparable career stages or applying to comparable institutions, and assess the type of language and tone used.

Especially if you are writing a statement as part of an application, your teaching statement should be unique to you. See our handout on Application Essays for more general advice on writing in application contexts.

What if I’m not an experienced teacher?

Although having extensive teaching experience may help you to draw examples for your teaching statement, prior teaching experience is not required to write a quality teaching statement. In some fields, opportunities to teach are few and far between; committees will be understanding of this, especially at institutions where research is prioritized. Regardless of whether you have much teaching experience, be sure to frame yourself as a teacher rather than a student.

Here are some strategies to help you draft a teaching statement, even if you aren’t an experienced teacher:

• If you haven’t taught your own courses, draw upon experiences when you served as a teaching assistant for another instructor.
• If you don’t have any experience teaching in a classroom, think of other transferable experiences like tutoring, coaching, or mentoring that illustrate what you would be like as a teacher.
• If you have time, seek out teaching-related opportunities, such as giving guest lectures or mentoring junior colleagues.
• If you really have no teaching experience, imagine and describe what you will be like as a teacher, propose courses that you could teach, and provide concrete techniques that you will employ in the classroom.

How do I unify diverse teaching experiences?

Having extensive teaching experience may seem like the optimal situation for writing a teaching statement, but teaching experiences that span a broad range of courses or positions may feel disjointed or difficult to connect in a single teaching statement. In these cases, remember that you can use the diversity of your experiences to highlight your strengths and the approaches that you implement in the classroom. Here are some strategies that can help you identify commonalities across your disparate teaching experiences and construct a cohesive narrative:

• Use a strategy like webbing to help you draw connections between the ideas, theories, and/or practices from your various teaching experiences. For more information about this strategy, see our Webbing video.
• Highlight the flexibility of your teaching and explain how your unique combination of skills can contribute to your success in different teaching contexts.
• Focus your teaching statement on the skills and experiences that are most transferable to your targeted position.

Remember that you don’t need to include every teaching experience in your teaching statement. Your CV will cover all of the courses that you have taught, so your teaching statement can be an opportunity to focus on specific experiences in more detail.

Revising a teaching statement

An effective teaching statement is often the product of a series of revisions. Once you have written a draft, the strategies below can help you look for opportunities to strengthen your statement for specific application contexts and audiences.

Review your application holistically

Consider how your teaching statement fits into your application as a whole. Your teaching statement should complement your other application materials without being redundant. For example, your CV likely lists the courses you have taught; your teaching statement should not repeat the list but may highlight certain courses. Similarly, whereas a research statement will go into detail about your scholarship, your teaching statement can be a place to explain how your research and teaching inform each other. Think about how your entire application paints a cohesive picture of you as an applicant, and determine whether any elements are missing and where they could be included.

Seeking feedback

After you have developed a draft of your teaching statement, seek feedback from multiple sources. Professors, especially those who have served on hiring committees, can provide informed suggestions about the genre, but other helpful readers include fellow students, roommates, partners, family members, and coaches at the Writing Center. Asking these readers for feedback about your entire application can help you identify redundancies or gaps that you could address. See our Getting Feedback handout for advice on how to ask for effective feedback.

Editing and proofreading

Like all application materials, your teaching statement should be free of mechanical errors. Be sure to edit and proofread thoroughly. See our Editing and Proofreading handout or Proofreading video for some strategies.

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Meizlish, Deborah, and Matthew Kaplan. 2008. “Valuing and Evaluating Teaching in Academic Hiring: A Multidisciplinary, Cross-Institutional Study.” The Journal of Higher Education 79 (5): 489–512. https://doi.org/10.1080/00221546.2008.11772114 .

Montell, Gabriela. 2003. “How to Write a Statement of Teaching Philosophy.” The Chronicle of Higher Education , 27 Mar. 2003. https://www.chronicle.com/article/How-to-Write-a-Statement-of/45133 .

O’Neal, Chris, et al. 2007. “Writing a Statement of Teaching Philosophy for the Academic Job Search.” Center for Research on Learning and Teaching. University of Michigan. http://www.crlt.umich.edu/sites/default/files/resource_files/CRLT_no23.pdf .

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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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?

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Teach.com / Online Education / Education Degrees / Online Master of Arts in Teaching Programs (MAT) / Applying for Your Master’s / How to Write a Personal Statement

Brainstorming

Before you start outlining your statement, ask yourself a few questions to get an idea of what you’ll need to include. Jot down each of the following questions and leave some space to answer them.

• Why do I want to be a teacher?
• How should I address my academic record?
• How can my experiences enhance my application?
• Who is my audience?

Now take a few minutes and come up with some answers to these questions. Don’t spend too much time on this step; just write down your general thoughts. Once you do that, you will be ready to dive in and start writing your personal statement.

The Introduction

Your introduction needs to grab the reader’s attention at once. Remember that they are most likely staring at a pile of applications, and yours will be one of many they’ll read in this sitting. You need to be memorable right from the start. Follow this general form for a solid intro.

• HOOK:  Grab the admissions officer’s attention with a broad, but strong statement about the teaching profession.
• LINE:  Write two to three sentences that develop that idea and narrow it down to focus on you.
• SINKER:  Deliver your thesis. This is where you state specifically why you want to study education at their school.

Begin with a short summary of your educational background. Do not turn this into a resume; just briefly give an overview of your studies in both your major (English, math, etc.) and in your education concentration. If you have any inconsistencies in your academic record, this is where you should address them. Do not give excuses, but if there are reasons why you did poorly in an area, state them here.

The second body paragraph is where you get to tell your story. Why do you want to become a teacher? What inspires you about this profession? What type of teacher do you see yourself becoming? How did your student teaching experience inspire you to continue on this path? Anecdotes are best, but don’t get carried away. Keep it concise and to the point.

Once you have explained who you are and what your professional goals will be, the third body paragraph should explain why you think you are a good fit for that particular school. Hopefully you did some research before applying, and you have some concrete reasons for choosing this college. Tell them your reasons, but don’t go overboard with platitudes. They know what awards they have won and where they rank in the U.S. News college rankings. Be honest and explain what attracted you to their program of study and what you hope to get out of it.

In order to ensure the clarity of your work, each body paragraph should be formatted the same. This way the reader will be able to quickly read without losing track of the point. After the first body paragraph, begin each subsequent paragraph with a transition phrase or sentence, and then provide a clear topic sentence. Support that topic sentence with solid evidence. Finally, provide examples to back up that evidence.

The Conclusion

Conclusions are hard, and they are hard for a reason. Ideally, you have made your case in the body of your personal statement, so you understandably ask yourself, “What else can I say?” Try one of these strategies:

• Widen the focus a bit and validate your thesis without being redundant.
• Project where you see yourself in 10 years after completing your degree and becoming a successful teacher.
• Reaffirm your passion for your subject area.

However you decide to close, do not fall back to your middle school days and simply restate your case in the conclusion. Take some time to craft a closing that will leave them with an overall positive impression.

The Nuts and Bolts of Academic Writing

It is certainly worth noting a few of the technical aspects of writing your personal statement. Many programs will have specific items they want you to cover in your statement. Be sure you have carefully read and then answered their questions. Use a basic font like Times New Roman or Calibri and either a 10- or 12-point font. Always use 1-inch margins and single space your document. The general suggested length is 500 to 1,000 words. Don’t feel like you have to hit the word limit, but don’t only get halfway there either.

More from  Applying for your Masters in Teaching: The Complete Guide

• Skip to content

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.

Supported by:

Academies Enterprise Trust

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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What to include in a Personal Statement

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Teaching Personal Statement

My ambition is to one day become a teacher . Personally, I have had a hugely positive experience of both primary and secondary education. I am applying for primary education because I feel I have the potential to inspire and encourage children of all abilities to reach their full potential.

My work experience allowed me to experience life in a primary school setting from a teacher's perspective. I enjoyed the way that every day is different and that each child is unique. In addition, I am also applying for a History degree, as this would give the option of studying a P.G.C.E. after completing my undergraduate studies. During my education, I have consistently enjoyed History, especially the early modern era up until the 20th Century, a period that I find fascinating. My favourite aspect of History is researching about my family and local history. On a Wednesday morning during my free periods, I have arranged a work experience placement at a local primary school. This has given me a great insight into the work of primary school teachers, together with the challenges and situations they encounter. I have been able to provide extra support for individual pupils who are underachieving in literacy and numeracy, and encourage them to learn. My interpersonal skills have improved immensely as I have to communicate with children from Primary 1 to Primary 7 with different abilities, religions and cultures. It is both challenging and extremely enjoyable. The most enjoyable aspect for me is helping with small group work and projects with Primary 3 to 7 classes, assisting the pupils in lessons such as Mathematics and English or using ICT as an educational and motivational tool. It is very rewarding as I see pupils who struggled in these areas improve.

As further evidence of my patient and caring nature, I have taken part in the school's Community Care programme in which I visited a residential care home once a week where I conversed with the residents. It was enjoyable to hear about their childhood experiences and the past from their personal points of view. This programme has aided me in being more approachable, confident and trustworthy as I performed songs for residents on guitar, accordion and voice, and read novels and poems to them. In school, I have been an active member of the Eco-School's Committee, holding the position of Chairperson for four years.

Furthermore, as a member of the Omagh Academy History Society I have enjoyed going to debates and lectures from renowned historians such as Senia Paseta, Richard Grayson and Philip Orr. Outside of school, I am a member of Boys' Brigade.

I have recently achieved my President's Award and I am working towards my Queen's Badge. To gain more experience working with children, I help in the Anchor Boy section for boys aged between 4 and 7. It is my responsibility to plan and deliver games, bible verses, bibles stories and drill. I also enjoy music and play a wide range of instruments including the lambeg drum, accordion, guitar and flute. I am currently working towards my Grade 5 on guitar and am heavily involved within the Omagh Community Youth Choir, previously singing with the choir as support act for the Red Hot Chilli Pipers in the SSE Arena, Belfast. From my work placement, I have seen how important it is for primary school teachers to be able to play musical instruments at school concerts and events.I am an enthusiastic member of Fintona Taekwondo Club. It has taught me to be resilient, determined, courteous and self-disciplined. This sport has helped me to maintain physical fitness and I would hope to continue with taekwondo at university as I find it an excellent way to de-stress. Having the long-term goal of becoming a teacher , I believe that I am well suited to this vocation. My positive experiences on work placement and voluntary work with the Anchor Boys section of Boys' Brigade have cemented my decision to apply for my chosen courses.

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Example Personal Statement for Teaching

by Talha Omer, MBA, M.Eng., Harvard & Cornell Grad

In personal statement samples by field.

Here is an example personal statement of an applicant who got admitted to Masters of Arts in Teaching. For personal statement, the university posed several questions to the applicant, which the admissions committee expects to be answered in an essay form. The program provides these personal statement prompts to encourage students to self-reflect and then to share their insights with the program.

The following essays are an example of a compelling story and reflect the original voice and personality of the applicant. Get inspiration from them and try to incorporate their strengths into your own personal statement.

In this Article

Personal Statement Prompt 1

Personal statement prompt 2, personal statement prompt 3, personal statement prompt 4, personal statement prompt 5, personal statement prompt 6.

Please tell us briefly about the school where you teach and the community it serves. Who are your students? What do they do when they finish school? What kind of work do their parents do?

Life in rural areas is lonely, and the poverty rate is extremely high compared to life in urban areas. I teach in a roadside rural school where all my students come from poor families and are villagers. My school serves a community where most parents are uneducated and unemployed. Most family members work on agricultural lands and some work in urban areas as janitors, security officers and labourers.

Being the only girl’s school in the area, students from adjoining hilly areas come to school on foot, walking 15-20 kilometres daily. There are a handful of schools for girls that impart primary education. Because of these schools, awareness of the benefits of education have increased in the local community. Consequently, people have now started to send their children to schools in bigger numbers. 

Poorly educated children are the source of adult functional illiteracy, which is the primary feeder of poorly educated children. However, girls who got educated in my area eventually became educated mothers and are raising healthier families. This has reduced the vicious intergenerational cycle of functional illiteracy.

Why do you want to enrol in the Masters of Arts in Teaching Program?

Mexico now has an overall literacy rate of only 29%, with rural literacy at a staggering low of 11%. Last year, over two million children dropped out before secondary school, nearly twice Washington, DC’s total population. Even worse, we do not have enough qualified teachers to fill the void in every village or district. This bankrupt education system is ripe for creative disruption, and I plan to do that. Universal quality education is an unattainable dream for rural children because they do not have access to quality teachers and resources. Worse, most of them cannot attend school regularly because they must support their family by working in agricultural fields or households. This work commitment at such a ripe age makes formal education impossible.

Though most girls are forced into early marriage in my area, I was lucky enough to continue my studies after high school. Later I travelled to a much bigger city to get higher education. Unfortunately, there was no college for girls in our village back then. In the city, however, females were educated and valued for their achievements.

At college, I met an English teacher who later became my inspiration. She opened the outside world to me, instilled confidence in me and taught me the things that interest me. She knew my background and told me to take teaching as a profession so that I could educate my community and bring some change. She gave me all the strength and motivation to carry on. In addition, she made me fall in love with the subject of English and Communication.

I didn’t get quality education at the school level since our teachers were either absent from the class or lacked expertise in English language abilities. These factors deeply affected my early learning of English, and since languages are harder to learn later in life, it became a massive barrier. But with the help of my newfound urban teacher, I was able to learn and affirm my ability in this field. My teacher shaped my destiny and encouraged me to enlighten my mind. The day I started to teach was when life started to make sense. It was indeed a golden chance for me to follow in the footsteps of my great English teacher and offer my best services to the people of my village. The condition of schools and teachers in my village is alarming; teachers lack quality education and are ill-equipped. Sometimes students waste all day at school without learning a word. Through my experiences, I’ve seen and learnt a lot about where the deficiency is and where to work for betterment.

I imagine a Mexico where better teachers in rural areas can evolve rural education. It’s already starting to happen in some areas – such as Teach for Mexico – and I want to become a part of something similar. It’s not just about resources. It’s about optimizing them to increase productivity and rethinking what’s possible. I want to dedicate my profession to my village’s people so they can get quality education. I have realized and understood that education is essential to succeed for the less fortunate. I’ve always strived to educate students and their parents, so they know the value of education.

Deep down inside, there’s a feeling in my heart and a voice in my head that I must do something now so that I leave a legacy amongst my village people when I die. Villagers have magical energy and zest for life, especially girls. I see more passion for doing.

I would say life is not meant for me to watch it and just pass by. I’m here to make a difference in the life of my students. I firmly believe that a teacher who successfully combines advanced teaching strategies with resilience is the catalyst for our educational development. I intend to be one of these teachers, and further education is vital to making this a reality.

Please list what activities you have pursued inside and outside the classroom to maintain your professional training as an educator. In addition, please list professional organizations that you are a member of and relevant work in your community outside of school.

To keep students engaged, I believe in creating a relaxed learning culture in the classroom. Moreover, to ensure that students don’t get bored, I develop interactive lessons that are relevant to students. It is important to note that in rural schools, many external factors are at play — poverty, neighbourhood violence, family discord etc. These inevitably contribute to student disengagement. I implement several interventions to reduce the effects of negative external influences. In my case, increasing parental involvement, extracurricular activities, and improving school safety have enhanced student engagement.

Moreover, I engage my students by immersing them in the actual situation. For example, in a class about history, I put students in the position of historical figures and asked them how they would feel and act. Finally, outside the classroom, I actively engage students in co-curricular activities that positively impact their academic, social, physical, and emotional growth.

Describe an occasion when you led by example in your school and community.

One of the most challenging situations I have ever faced as a leader was whether to replace Matthew, a top student in our undergraduate class and my close friend, with another suitable member. The decision arrived after our first two project phases went terribly because of his unprofessional attitude toward Matthew. I was under a lot of pressure from my other three team members to decide – we were a devoted team committed to our goal, but this vision did not fit Matthew.

Although highly talented, Matthew did only the minimum necessary and was unwilling to make any sacrifices and commit to our goal. I faced a tough decision. On the one hand, firing a talented and top student at a time when most other team members were not accomplished seemed unwise. On the other hand, not replacing him would mean establishing double standards for the rest of the team. His opposition to the change had already begun creating undesired effects, as a few of the team members resented him.

To solve the problem, I took drastic steps to make Matthew relate to the new goals and change his attitude. In addition, I also improved the team’s reward system based on his comments to reward the extra efforts. I started encouraging him to participate fully by inviting his input and suggestions on improving things. As a result, matters were significantly enhanced, and I succeeded in building the right team to lead the project forward. Matthew became motivated again, and with him, I had a team that could reach the ambitious goals we set, and indeed, in 4 months, we had posited the best final-year project of the year.

What skills and experience do you hope to gain from participating in the graduate program, and how will these benefit you and your school once you have completed the program? Describe at least two ways you will share these skills with your school and/or community.

The master’s program will help me explore new teaching methodologies and lesson planning, which are the prerequisites in teaching. I can improve my student’s learning skills only if I’m well-prepared. Participating in the graduate program would be an overwhelming experience, as it will enhance my teaching skills more profoundly. In addition, I would gain knowledge and understanding of US culture, which will help me build my confidence and communication skills through interaction with cosmopolitan people – a trait essential for any English teacher. Teachers like me who work in remote areas need to broaden their vision through master’s programs. I am confident that this program will enable me to re-evaluate my teaching abilities.

High-quality teachers are fundamental to good education. Through the graduate program in teaching, I will be able to develop my student’s basic communication skills better than I currently can. In addition, I want to produce students who can compete globally. Finally, I will share my knowledge and experience with students, colleagues, and other schoolteachers with whom I regularly interact through monthly inter-school meetings and community functions.

There is a massive discrepancy in the quality of teaching resources between urban and rural schools, but I’m very committed and not afraid to seek out new challenges. Hopefully, if I’m selected for this program, one of my biggest dreams of bringing change to the lives of my people will come true, and the space of deprivation will be filled up. I will return with a new perspective on culture, language, and teaching skills.

How do you plan/design your lessons? How did your students receive the lesson, and how did you assess your students’ learning?

Class: Grade 7th to 10th

Subject: English    

Time: 40-45 minutes   

Aims:  A lesson plan is the instructor’s road map of what students need to learn and how it will be done effectively during class. Before I plan my lesson, I first identify the learning objectives for the class meeting. This way, I can design appropriate learning activities and develop strategies to obtain feedback on student learning. I aim to make my lessons so easy that my students enjoy learning English without any difficulty. In addition, I want them to specialize in four skills of English: reading, listening, writing, and speaking.

For this, I prepare them with practical command over words and phrases, which they will then use to tell a story or describe an incident. Then they must write a letter, an invitation, and a leave application with reasonable speed and zero grammatical errors. For different classes, I use different lesson plans. For example, in seventh grade, I teach them the use of a dictionary along with reading skills. In class eight, I developed their taste in reading stories and books and writing composition. Finally, I give group tasks in ninth and tenth grades to work on all four basic skills.

Methodology : In class, I adopt the Student-Centered Approach to Learning, where the students and I play an equally active role in the learning process. My primary function is to coach and facilitate student learning and comprehension of the material. I follow up with formal and informal assessment forms, including group projects, student portfolios, and class participation. Next, I start my class by asking students questions about the last lesson to link the lesson with a new one. Then I follow through by reading the passages slowly with correct pronunciation and intonation and translating every word for them.

Afterwards, I ask three to four students to read the passage one by one and ask the whole class to read after the students loudly. I correct their mistakes if they read wrong. I tell them the meanings of difficult words and give them new words to increase their vocabulary. In the grammar class, I teach tenses, Parts of speech, articles, types of sentences, narrations, and active and passive voice. I have made it mandatory for students to get their exams signed by their parents so that the parents are aware of their child’s progress. Finally, I assess my students by asking questions on the subject matter taught in the classroom.

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Center for Teaching

Teaching statements.

Print Version

• What is a teaching statement?
• What purposes does the teaching statement serve?
• What does a teaching statement include?

General Guidelines

• Reflection questions to help get you started
• Exercises to help get you started
• Evaluating your teaching statement
• Further resources

What is a Teaching Statement?

A Teaching Statement is a purposeful and reflective essay about the author’s teaching beliefs and practices. It is an individual narrative that includes not only one’s beliefs about the teaching and learning process, but also concrete examples of the ways in which he or she enacts these beliefs in the classroom. At its best, a Teaching Statement gives a clear and unique portrait of the author as a teacher, avoiding generic or empty philosophical statements about teaching.

What Purposes does the Teaching Statement Serve?

The Teaching Statement can be used for personal, professional, or pedagogical purposes. While Teaching Statements are becoming an increasingly important part of the hiring and tenure processes, they are also effective exercises in helping one clearly and coherently conceptualize his or her approaches to and experiences of teaching and learning. As Nancy Van Note Chism, Professor Emerita of Education at IUPUI observes, “The act of taking time to consider one’s goals, actions, and vision provides an opportunity for development that can be personally and professionally enriching. Reviewing and revising former statements of teaching philosophy can help teachers to reflect on their growth and renew their dedication to the goals and values that they hold.”

What does a Teaching Statement Include?

A Teaching Statement can address any or all of the following:

• Your conception of how learning occurs
• A description of how your teaching facilitates student learning
• A reflection of why you teach the way you do
• The goals you have for yourself and for your students
• How your teaching enacts your beliefs and goals
• What, for you , constitutes evidence of student learning
• The ways in which you create an inclusive learning environment
• Your interests in new techniques, activities, and types of learning

“If at all possible, your statement should enable the reader to imagine you in the classroom, teaching. You want to include sufficient information for picturing not only you in the process of teaching, but also your class in the process of learning.” – Helen G. Grundman, Writing a Teaching Philosophy Statement

• Make your Teaching Statement brief and well written . While Teaching Statements are probably longer at the tenure level (i.e. 3-5 pages or more), for hiring purposes they are typically 1-2 pages in length.
• Use narrative , first-person approach. This allows the Teaching Statement to be both personal and reflective.
• Be sincere and unique. Avoid clichés, especially ones about how much passion you have for teaching.
• Make it specific rather than abstract. Ground your ideas in 1-2 concrete examples , whether experienced or anticipated. This will help the reader to better visualize you in the classroom.
• Be discipline specific . Do not ignore your research. Explain how you advance your field through teaching.
• Avoid jargon and technical terms, as they can be off-putting to some readers. Try not to simply repeat what is in your CV. Teaching Statements are not exhaustive documents and should be used to complement other materials for the hiring or tenure processes.
• Be humble . Mention students in an enthusiastic, not condescending way, and illustrate your willingness to learn from your students and colleagues.
• Revise . Teaching is an evolving, reflective process, and Teaching Statements can be adapted and changed as necessary.

Reflection Questions To Help You Get You Started:*

• Why do you teach the way you do?
• What should students expect of you as a teacher?
• What is a method of teaching you rely on frequently? Why don’t you use a different method?
• What do you want students to learn? How do you know your goals for students are being met?
• What should your students be able to know or do as a result of taking your class?
• How can your teaching facilitate student learning?
• How do you as a teacher create an engaging or enriching learning environment?
• What specific activities or exercises do you use to engage your students? What do you want your students to learn from these activities?
• How has your thinking about teaching changed over time? Why?

* These questions and exercises are meant to be tools to help you begin reflecting on your beliefs and ideas as a teacher. No single Teaching Statement can contain the answers to all or most of these inquiries and activities.

Exercises to Help You Get You Started:*

• The Teaching Portfolio , including a section on teaching statements, Duquesne University Center for Teaching Excellence. This website includes five effective exercises to help you begin the writing process
• Teaching Goals Inventory , by Thomas A. Angelo and K. Patricia Cross and their book Classroom Assessment Techniques . This “quiz” helps you to identify or create your teaching and learning goals.

Evaluating Your Teaching Statement

Writing A Statement Of Teaching Philosophy For The Academic Job Search (opens as a PDF), The Center for Research on Learning and Teaching at the University of Michigan.

This report includes a useful rubric for evaluating teaching philosophy statements. The design of the rubric was informed by experience with hundreds of teaching philosophies, as well as surveys of search committees on what they considered successful and unsuccessful components of job applicants’ teaching philosophies.

Further Resources:

General information on and guidelines for writing teaching statements.

• Writing a Philosophy of Teaching Statement , Faculty and TA Development at The Ohio State University. This site provides an in-depth guide to teaching statements, including the definition of and purposes for a teaching statement, general formatting suggestions, and a self-reflective guide to writing a teaching statement.
• Writing a Teaching Philosophy Statement , Center for Excellence in Teaching and Learning at Iowa State University. This document looks at four major components of a teaching statement, which have been divided into questions—specifically, to what end? By what means? To what degree? And why? Each question is sufficiently elaborated, offering a sort of scaffolding for preparing one’s own teaching statement.
• Writing a Meaningful Statement of Teaching Philosophy , McGraw Center for Teaching and Learning at Princeton University. This website offers strategies for preparing and formatting your teaching statement.

Articles about Teaching Statements

• Grundman, Helen (2006). Writing a Teaching Philosophy Statement (opens as a PDF), Notices of the AMS , Vol. 53, No. 11, p. 1329.
• Montell, Gabriela (2003). How to Write a Statement of Teaching Philosophy , from the Chronicle Manage Your Career section of the Chronicle of Higher Education .
• Montell, Gabriela (2003). What’s Your Philosophy on Teaching, and Does it Matter? , from the Chronicle Manage Your Career section of the Chronicle of Higher Education .

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• Pedagogies & Strategies
• Reflecting & Assessing
• Challenges & Opportunities
• Populations & Contexts

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Your NQT Personal Statement – 13 Tips to Make it Stand Out

When you’re applying for your first NQT teaching job it can be quite challenging. You might feel like you’re all alone, with no one to help and advise you. We don’t want you to struggle and perhaps lose the opportunity to get that teaching position you have set your eyes on. Therefore, we’ve created this post just for you.

Once you’re ready to start looking for a teaching position, one of the first things you will need to prepare is your application. There are usually three main components to an effective application, and these elements are:

• The application form
• A supporting statement or letter of application
• An executive summary to show how you comply with the criteria, and that you are the person the school is looking for.

In this article we will be focusing on your NQT Personal Statement. 

Your NQT personal statement is likely to be the first impression that you will make with this new school or NQT pool and an ideal opportunity to show your unique qualities that make you the best person for the position on offer. 

Therefore, you will want this opportunity to promote yourself to the school in the best way possible. So it’s important that your writing is coherent, focused and clearly explains your reasoning behind wanting to be a teacher. In addition, a strong NQT personal statement will set you apart from other candidates in the competitive marketplace. 

Just like a resume and cover letter for a regular job, your personal statement should be rewritten for every position you apply for.

Never use the same NQT personal statement for multiple applications. Generic personal statements are super easy for employers to spot. And after all, you want to shine, right? Plus, you don’t want to copy someone else’s statement. Your employer might screen all personal statements using a similarity detection service like Copycatch. This could really hurt your application right out of the gate. And quite possibly end up in the bin. 

Remember, your personal statement is your chance to show your personality and enthusiasm, relevant to the school and prove you understand what they are looking for.

Your personal statement also shows your communication skills. That’s why you want to grab their attention, just like you want to with your students at the start of every lesson.

What is the NQT personal statement?

The NQT personal statement is an important document which schools use to understand why you want to become a teacher and whether you are suitable to teach at their school.

Of course, your application form will lay out all your qualifications, your skills, your strengths and weaknesses and also any relevant work experience. But your NQT personal statement is where you allow your unique personality to shine.

It is important to put your heart into writing your statement. And be prepared to write multiple drafts.

How do you write an effective NQT personal statement?

Your application and your NQT statement are going to be the first steps in securing the position you are looking for. Therefore, you obviously want to make a great first impression. Be ready to go through multiple drafts. Take your time, and get feedback from friends and family members.

I’m sure you have a ton of questions, such as:

• How do I write a killer, successful NQT statement?
• Where do I start?
• What should I include in my NQT statement?

These are all important questions. And I’m sure you have many more. So, let’s dive in and show you how to write an NQT statement which will stand out and give you the best chance of getting hired in your chosen teaching position.

Are you ready to write your killer NQT personal statement?

Great. Here are some important tips to help you.

1. The first rule when writing a successful NQT statement is to know your audience.

Before you start, it’s a great idea to step back for a minute and put yourself in your hiring manager’s shoes.

Think about what's important to them. What are they passionate about? What are they looking for? How can you improve their life?

When you think about what your hiring manager is looking for, you’ll have a much better chance of writing a concise and effective personal statement.

It’s a good idea to write a list of 10 things you think will be important to them.

However, the most critical step at this stage is to do your research and find out exactly what is required for this specific application. Different schools or LEA’s will have different requirements for the personal statement and should have guidelines somewhere in their application advert or portal.

Clearly your first task is to make sure that the personal statement you prepare is tailored to the requirements that have been set out for that job.

2. What is your objective?

• What is the purpose of your personal statement?
• Why should they hire you?
• What action are you trying to get the reader to take?

You need to be clear on this before you start writing your personal statement. If the answer isn't clear to you, it certainly won't be clear to your potential employer.

3. Why do you want to be a teacher?

Seems a simple question on the surface. But this is a great opportunity to show you’ve thought through this question. You could mention a past teacher who inspired you. Or the challenges and rewards of teaching. You could also talk about any lessons you have observed or taught previously which impacted you. You could also discuss particular teaching styles and your interests in using technology in the classroom.

Key tip: Think about creating a story for this question. Remember, the hiring manager is first and foremost a human being. Many new teachers make the mistake of forgetting this vital point. You are equal to them in this respect. Use emotional language to touch your reader. Help them imagine themselves in the situation you are describing. Help them feel what it was like in the situation that drove your desire in becoming a teacher. This is a major key in rousing your reader’s emotions.

4. Make sure you start your personal statement strongly.

Just like a great book or movie, your opening sentence should stand out. Make it memorable, without being overly dramatic. Effective personal statements often start with what inspired you to enter teaching in the first place.

• Did a high school teacher inspire you?
• Was it your own experience of learning?
• Was it a good or bad teacher you had previously?

This is a great opportunity to show some passion. Like point no.3 above, use some emotional language.

5. Why do you want to teach a particular age group?

Be ready to explain why a certain age group appeals to you. Mention specific examples of your experience with this age group.

For example, anyone who has taught kindergarten knows how much energy the students have. Lessons are always full on. And as cute as the kids are, if your lessons are not jam-packed with active, high-energy games, you’re going to lose them. 

Similarly, elementary students are at a stage where they are slowly beginning to think for themselves and many of them think they already know it all. At this age role-playing is effective, as the students like to see themselves as tiny adults. 

If your chosen age group is teenagers, you’ll be aware that this age group has its own challenges. Being a teenager has never been an easy task, and with so many changes going on in their lives and their bodies, their confidence is up and down. 

So, when you answer this question, you’ll need to show that you can relate to what is going on in your chosen group’s world. Show you are able to look back to when you were their age, relate to the age group and show how you keep your lessons relevant and exciting.

6. What experience do you have?

Relevant teaching experience is always going to help you when applying for any position. But it is also important to reflect on how that experience has helped you develop as a teacher. If you haven’t had much classroom time:

• Do you have any experience in voluntary teaching?
• Have you coached a sports team or been involved with a summer camp?

Obviously, as a new teacher, you can’t recite years of experience. Help your hiring manager imagine you in action. For example, you could describe a particular lesson which was either a success or failure. Think about retelling a memorable or challenging experience with a student, or a description of what your classroom looks and sounds like on a typical day. This will be much more valuable to enable them to envision your teaching experience than to cite pedagogical terms or talk vaguely about your teaching experience.

Always use specific examples of how your experiences have developed your teaching skills.

7. You should highlight your achievements, strengths and skills

Explain what you can bring to the school. Show how you differ from the other candidates. You could mention past experience and achievements, your unique talents, as well as your professional goals. You could also add specific classroom strategies you have developed and how they helped your students.

Many applications will make it clear that they want you to cover your specific qualifications, skills and understanding of elements of the National Curriculum, your classroom and educational skills plu your short and long term goals for making a difference to the education of your pupils.

The exact requirements should be set out in the application guidelines which should also tell you what you need to focus on.

8. How long should your NQT personal statement be?

This is not an essay. It’s simply a summary of you, your skills and your experience, and how they relate to the position you are applying for. Therefore, you should be specific and keep your personal statement short and informative.

This will help you keep your personal statement under a widely recommended  500-word limit. The school will not be impressed by minor childhood achievements, so keep your statement pertinent and focused.

That said, again, check the specific requirements in each case. Some applications will welcome a longer NQT personal statement, as is the case with Lambeth where we are happy to read up to three pages of A4, but no more.

If there is no guidance then the 500 word range is a very solid guide.

9. Make every word count

It’s a good idea to take a leaf out of a professional copywriter’s book here. Don’t waffle. Make every word count. Use powerful words where possible, without being overly dramatic. Avoid weak words like may, maybe, hope, wish, try, and perhaps. Instead, use words like will and can to help your personal statement command attention.

10. Take your time

Edit and then re-edit your personal statement. Besides being difficult to read, misspelled words and grammatical errors will destroy your credibility. Once you think you’ve written a great personal statement, it’s a good idea to leave it for a day or two. Then come back and see if you can improve it.

11. Read your statement out loud

This next tip is super-effective, and one many people fail to do. Read your statement out loud. If you do this, you’ll spot areas that don’t flow properly. And if you stumble when reading your statement out loud, you can be sure your potential employer will have the same trouble.

Key tip: Why don’t you record yourself as you read out your statement? This is simple to do with your phone. Then play it back and see if you can spot areas you can improve.

12. Let friends and relatives read your personal statement

Make sure whoever you ask to read your personal statement knows you want them to be critical. The whole purpose of this exercise is to improve your statement, not to make you happy that they love it. Choose your feedback team carefully. 

13. Finish strongly

The way you finish your personal statement should reinforce your enthusiasm for your career in teaching. Acknowledge that hard work is necessary, but also make your excitement stand out.

Your personal statement for PGCE primary

You should explain the experience you’ve gained with primary-age children.

The PGCE primary personal statements usually demonstrate your personality and the various skills you have which would benefit primary schools such as being artistic, your musical talents or your sporting prowess. 

All these types of skills would be very useful during primary schools’ extracurricular activities.  

Your personal statement for PGCE secondary

In this type of personal statement, you will want to make it clear you understand the challenges of teaching older students.

You could mention specific examples of situations and challenges you have faced teaching this age of students, and how you overcame them.  

You’ll also want to document how your degree ties in with the position you are applying for.

Final thoughts on your NQT Personal Statement

So, that is the nuts and bolts of what your NQT personal statement should include. The basic foundation for an effective personal statement is that it’s all about the pupils. What the school wants for the pupils, what you can provide for the pupils.  

You should always write your personal statement, and indeed your whole application from the angle of what will benefit the pupils, not what’s best for you.  The school is not interested at this stage in what’s good for you, it’s more interested in what’s good for its pupils, and if you can provide that. 

Now you know the structure of a strong NQT personal statement, we hope you will be in a perfect position to write an effective statement to get that dream job you’ve had your eyes on.

There’s more on the specific requirements of what Lambeth are looking for in the NQT personal statement for the Lambeth NQT pool on pages 10 and 11 of the NQT Information Pack which you can download here .

Remember that, as we said at the start of this article, each job you apply for should come with clear requirements for the application and hopefully some guidance. In the case of Lambeth we have a requirement for your NQT personal statement to clearly cover how your skills, knowledge and experience meet the requirements of being an NQT, and we outline a set structure that helps you do that.

Download our NQT Information Pack now to learn more.

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English and tesol personal statement example.

Working abroad as an English Teaching Assistant has ignited a passion for English I never knew existed. Seeing how powerful the English language is, being able to convey thoughts, makes me want to enhance my knowledge of English. The additional TESOL qualification moulds a course that is perfect for my ambition; to be able to teach English to those who requires the full understanding of the language.

I feel ready to immerse myself into a higher level of English and the high work load that the course requires, which I have steadily been preparing for. In my own time I have started to read more books, such as, Beginning Theory: An Introduction to Literary and Cultural Theory’ by Peter Barry and authors such as Alex Garland and D.H Lawrence, whose novels are fascinating. Exploring these different writing styles motivates me to learn about others. During my time at university, I will acquire new and refine existing skills. This includes: how to critically examine diverse forms of communication, improve my writing skills to create meaning between the lines and better my critical thinking skills. Learning these skills will be indispensable for all potential occupations.

I was eager to gain some experience working in a different country so I went to Spain. I worked as an English Teaching Assistant, which forms part of my motivation to study the TESOL part of the course. One activity we planned was to set-up a market in the local town, where children ran their own stalls and sold items they made. This activity improved the children’s team-working skills and gave them an opportunity to use English in a practical way. Subsequently the children improved their ability to form questions, as they could do this quicker than before. As the year came to an end, I was teaching classes by myself and helping teachers with their English. I observed teachers and became aware of the fact that teachers need to have premeditated lesson plans, have excellent time management skills, adaptability and always thrive to improve themselves and their student's. I will be looking to enhance these skills during my time at University.

During my time in Spain I learnt Spanish. This improved my overall communication because I had to consciously think about sentence structure which improved my awareness of how to say things in English. The experience of learning Spanish has taught me that education is the way forward and that I must develop my knowledge further.

I have pursued my interest in Lacrosse, through discovering the game at eighteen to playing against the Spanish national team; this shows my commitment and self-confidence. To play in front of a crowd you need the commitment to train and push yourself to play at higher levels and then the confidence to showcase your skills in a pressured environment. It takes hours of practicing shooting in your back garden to score goals in a match. These skills are necessary to succeed at University.

Between the ages of fifteen to eighteen, I volunteered in the ‘Sporting Chances’ project. This was aimed at giving younger children extra-curriculum activities, which were mainly, but not limited to, football and basketball. In this role I assisted and led football drills and matches. This shows initiative and also provided me with an opportunity to serve my community. I like to travel and experience new cultures. In June I will walk ‘Camino de Santiago’, a 484 mile trek which starts in Southwestern France and ends in Northwestern Spain, next to the Atlantic Ocean. This shows my love of travelling, my independence and organisational skills.

I await this demanding degree course that will challenge me to the edge of my capabilities and I hope that the desire for who I can become, outweighs any negatives that may stand in my way. I believe that the previous two years out of education, coupled with my Foundation year, makes me confident that I possess the skills and commitment to succeed at University.

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I was contacted by the Universities saying that my personal statement was impressive, i hope it'll be useful for others who are looking to apply to Uni! Good luck :)

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