teacher personal statement examples australia

Teacher Education Personal Statement

What is a personal statement.

Ranked 26th in the world for the discipline of Education,* we are committed to creating a learning community where you are provided with the best environment and academic opportunities to excel in your chosen field of study. From 2018, we have required a personal statement with all applications to the University of Sydney’s teacher-education degrees (excluding early childhood). The Australian Institute for Teaching and School Leadership responded to the Federal Government's request to create selection guidelines for all universities to assess both the academic and non-academic qualities of all students applying for entry into a teaching degree. The personal statement applied by the University allows you to demonstrate your suitability for teaching through the right combination of qualities to enable you to become an effective teacher.

Sydney School of Education and Social Work will hold an interactive online session for  Wednesday, September 20, from 4–4.30pm , to guide teaching-degree applicants through the process of preparing their personal statement. The session will cover both local and international application processes. 

Register for the online session .

* 2023 QS World University Rankings by Subject

How do I submit my statement?

Undergraduate uac applicants.

If you are applying through the Universities Admissions Centre (UAC) to study a teacher education degree at the University of Sydney (excluding early childhood), you will be prompted to complete a personal statement questionnaire during the application process. Please refer to UAC’s guidelines and the relevant UAC form when submitting your personal statement. More information is available on the  UAC website .

Undergraduate direct applicants

Because the number of applications from qualified applicants for many Teaching Areas exceeds the quota of places available, you are required to submit a statement, not exceeding 1000 words, addressing the following four questions about your motivation and suitability for teaching. You must answer all four questions to be considered for selection to the course.  Your responses will be used in the selection process.

• Tell us what has inspired you to become a teacher and tell us why you think teaching is a good career choice for you. Describe who and what has inspired you to become a teacher and describe the types of skills and abilities you will bring to teaching.
• Describe one or two leadership, community and/or learning and development activities that you have engaged in. Describe how these leadership, community and/or learning and development activities demonstrate your conscientiousness and coping strategies when you are faced with challenges.
• Describe how you manage your time when you are both planning and coordinating activities in your personal schedule. Provide examples of how you have put both your planning and coordinating skills to use.
• Tell us about one or two times where you have utilised your problem-solving skills to achieve an outcome. Explain what you learned, regardless of whether the outcome you achieved was positive or undesirable.

You need to submit your answers to these questions in a Word document or a PDF. It is recommended, for your own ease, to answer these questions as four separate items.

Postgraduate applicants

If you are applying for one of our Master of Teaching degrees, you will be required to fill out our Master of Teaching supplementary form and upload it to your online application.

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Home > Arts, Education and Law > School of Education and Professional Studies > What is the Teacher Personal Statement (NARTE)?

What is the Teacher Personal Statement (NARTE)?

Completing your Teacher Personal Statement

The Teacher Personal Statement is a written response provided as part of your QTAC or UAC degree application. The task shouldn’t be a daunting one – in fact, it’s a great opportunity for you to think deeply about why you want to become a teacher and discover a little bit about yourself along the way.

We understand though, that you might be nervous about how to write your statement in a way that benefits your application. That’s why we’ve created resources to help you along your way.

Fill out our form below to download our free Teacher Personal Statement Fact Sheet, for tips and tricks on completing your application, and watch the video below from Prof. Donna Pendergast.

Event details

Join us at this webinar if you are applying for an initial teaching degree including the Bachelor of Education, Master of Primary Teaching and Master of Secondary Teaching. In the presentation, our experts will provide key insight into what markers are looking for to help you put your best foot forward in your application. There will be the chance for you to ask questions after our presentation, so come prepared with any questions.

Title: Demystifying the Teacher Personal Statement

Date: Tuesday 30 November 2021

Time: 5.30pm - 6.30pm

Location: Online

Your privacy is important to us. Information you supply will be handled strictly in accordance with our Privacy Plan .

• I agree to the terms and conditions outlined in the Griffith University Privacy Plan . (required)

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Why this is part of your application

An integral part of your initial teaching degree application, the Teacher Personal Statement is a written response provided at part of your application. This is completed as part of your application to QTAC or UAC .

This allows us to assess your suitability for teaching against the non-academic capabilities common in successful teachers, as those attributes and motivations are common to effective teachers.

What is the NARTE?

Download the factsheet, our initial teaching degrees.

Bachelor of Education

The initial teacher entry degree for those without a previous Bachelor degree, with options for primary and secondary teaching.

Find out more

Master of Primary Teaching

This postgraduate degree provides professional preparation for teaching in primary school, in Prep to Year 6 settings.

Master of Secondary Teaching

This postgraduate degree is available to graduates from non-education backgrounds who wish to teach in high school settings.

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.

If you’re an ECT, click here for tips on how to land your ECT role

If you’re an experienced teacher looking to accelerate your career, click here

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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
• How to write a personal statement for teacher training
• How to write a must-read CV

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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Future Students

Scripting must be enabled to use this site., personal teaching statement.

Initial teaching degrees require students to submit a Personal Teaching Statement alongside their application. The statement consists of four questions to demonstrate your suitability to teach.

How you provide your response to these questions will depend on how you are applying, which are outlined below. You can apply through our How to Apply page.

The four questions are:

• Tell us what has inspired you to become a teacher and tell us why you think teaching is a good career choice for you. In your response, describe who and what has inspired you to become a teacher and describe the types of skills and abilities you will bring to teaching.
• Describe one or two leadership, community and/or learning & development activities that you have engaged in. In your response describe how these leadership, community and/or learning & development activities demonstrate your conscientiousness and coping strategies when you are faced with challenges.
• Describe how you manage your time when you are both planning and coordinating activities in your personal schedule. In your response provide examples of how you have put both your planning and coordinating skills to use.
• Tell us about one or two times where you have utilised your problem solving skills to achieve an outcome. In your response explain what you learned, regardless of whether the outcome you achieved was positive or undesirable.

The Future Students Team is happy to help you if you have any questions, and you can contact us on 1800 818 865 or through AskUNE .

The feedback you provide will help us improve our answers for other people.

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Personal Statement for Initial Teacher Education Courses

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Instructions for Applicants

What is required.

Applicants for Initial Teacher Education Courses need to complete responses to four questions outlining their motivation and suitability for teaching.

These questions are available from the UAC website during the application process.

Please note, if you are applying for more than one Initial Teacher Education course, you will only need to submit one Personal Statement for these courses.

For your information, the four questions are shown below.

You may consider the prompts mentioned below each question to frame your response.

1 ) Tell us what has inspired you to become a teacher and tell us why you think teaching is a good career choice for you. In your response, describe who and what has inspired you to become a teacher and describe the types of skills and abilities you will bring to teaching. 2) Describe one or two leadership, community and/or learning & development activities that you have engaged in. In your response describe how these leadership, community and/or learning & development activities demonstrate your conscientiousness and coping strategies when you are faced with challenges. 3) Describe how you manage your time when you are both planning and coordinating activities in your personal schedule. In your response provide examples of how you have put both your planning and coordinating skills to use. 4)  Tell us about one or two times where you have utilised your problem solving skills to achieve an outcome. In your response explain what you learned, regardless of whether the outcome you achieved was positive or undesirable.

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© University of New England, 2024

The University of New England respects and acknowledges that its people, courses and facilities are built on land, and surrounded by a sense of belonging, both ancient and contemporary, of the world's oldest living culture. In doing so, UNE values and respects Indigenous knowledge systems as a vital part of the knowledge capital of Australia. We recognise the strength, resilience and capacity of the Aboriginal community and pay our respects to the Elders past, present and future.

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• 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.

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Purpose of AITSL & My Personal Statement on Teaching This page is part of the collection 'My evidence for AITSL'.

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National Standards for Teachers

The Australian Professional Standards for Teachers is a framework that identifies the requirements and expectations of teachers in Australia.   These national standards are organised into four categories of career stages that promote teachers to reflect on their teaching practice and gives them clear guidelines for improvement to the next career stage level.   The framework includes examples of best practice and helps teachers understand the expectations of each career stage and standard.   There are three domains of teaching identified: professional knowledge, professional practice and professional engagement.   Teachers are expected to reflect and consider their career stage by referencing the three domains of teaching and the related seven standards.   A beginning teacher is required to meet the Graduate Standards career stage to be successful in gaining employment as a teacher.

Professional Learning Animation by AITSL

AITSL. (2012).  Australian professional standards for teachers. Retrieved from AITSL: http://www.teacherstandards.aitsl.edu.au/Standards/AllStandards  

My Personal Statement on Teaching

I believe in the social transformative possibilities of education by helping young adults become lifelong learners that think critically and are highly skilled for the global competitive and digital economy.   Australia’s Digital Education Revolution and Queensland’s Smart Classrooms strategy are both examples of the nation’s strong focus on digitally enabling our young citizens to help prepare them for the global digital economy.   I have a passion for integrating teaching with information and communication technologies (ICT) and I believe this enhances learning by providing authentic and interesting activities and resources.   My past experience as an Information Analyst at EDS Canada and as a Canadian College Professor teaching ICT and Business has proven to be invaluable experience for teaching in secondary schools in Queensland.   Combined with the educational theory, pedagogical practice and learning strategies that I have gained in the past four years while undertaking my Bachelor of Education (Secondary) studies, I believe I am well prepared to teach in Queensland schools.  

My belief is that a democratic and trusting classroom, based on an ethics of care that promotes positive student-teacher relationships, is an ideal way to learn.   I set high expectations for all students and I do not accept any societal stereotypes of what students, particularly disadvantaged students, are ascribed to be able to accomplish rather, I invest time in individual students and find ways for them to engage in learning.   It is important that teachers are passionate about engaging students in learning since the common result of not completing secondary school is compounded by social and economic disadvantages.   I strongly believe in the potential of ICT embedded learning to engage students and to help close the gap of social disadvantage.

I strengthen my pedagogical practice through continuous reflection and evaluation of my impact on students’ learning progress.   I work hard to understand my impact on students’ learning and I am continuously seeking new ways to differentiate my teaching and learning activities for individual students. I always seek to improve my knowledge, understanding and skills by engaging with my growing personal learning network which consists of teacher colleagues and international educators through collaboration on digital networks and social media.   As a teacher I believe it is important to role-model lifelong learning skills by continually seeking to increase my skills and make new connections to improve my world view.   Professional development is a key part of my personal satisfaction and growth as an educator.

I support the A Flying Start for Queensland Children initiative and the entry of Grade 7 in Queensland Secondary schools. I want to teach Grade 7 students to promote or maintain an early love of learning through an authentic digital learning practice.   I believe that learning can be informative, transformational, interesting and fun.   I enjoy learning and my teaching focus is to successfully prepare our youth for future work while also promoting critical thinking and encouraging ethical practice.   I look forward to making a positive impact on students’ lives.  

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Personal statement (Education courses)

All applicants must submit a personal statement, equivalent to the UAC Teaching Questionnaire if applying for one of the following teaching courses:

• Bachelor of Business Master of Teaching in Secondary Education (BBus MTeach)
• Bachelor of Communication (Writing and Publishing) Master of Teaching in Secondary Education (BComm MTeach)
• Bachelor of Economics Master of Teaching in Secondary Education (BEcon MTeach)
• Bachelor of Education Futures Master of Teaching in Primary Education (BEd MTeach)
• Bachelor of Engineering Studies Master of Teaching in Secondary Education (BEngSt MTeach)
• Bachelor of Science Master of Teaching in Secondary Education (BSc MTeach)
• Master of Teaching in Primary Education (MTeach)
• Master of Teaching in Secondary Education (MTeach)
• Tell us what has inspired you to become a teacher and tell us why you think teaching is a good career choice for you. In your response, describe who and what has inspired you to become a teacher and describe the types of skills and abilities you will bring to teaching.
• Describe one or two leadership, community and/or learning and development activities that you have engaged in. In your response, describe how these leadership, community and/or learning and development activities demonstrate your conscientiousness and coping strategies when you are faced with challenges.
• Describe how you manage your time when you are both planning and coordinating activities in your personal schedule. In your response, provide examples of how you have put both your planning and coordinating skills to use.
• Tell us about one or two times where you have utilised your problem-solving skills to achieve an outcome. In your response, explain what you learned, regardless of whether the outcome you achieved was positive or undesirable.

Some examples to guide your responses might include:

School experience.

co-curricular participation (eg arts, sports, debating, social justice)

projects (eg curriculum projects, science fairs)

leadership experiences (eg student leadership positions, arts, sports)

support of other learners (eg peer mentoring, coaching, buddy programs)

Work experience

employment history and roles

employment involving children or young people

work-based training undertaken

work-based training provided

Volunteer and community experience

volunteer or community experience (eg community groups, parish/church groups, cadets, lifesaving, fundraising, clubs)

community learning and training experiences (eg Guides, Scouts, Duke of Edinburgh Award, St Johns)

Personal talents, interests and abilities

elite performance (eg athletics, creative arts, other areas)

The disadvantage that you have overcome

social, cultural or economic

geographical – remote and rural

personal and health.

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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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Teacher Training Personal Statement Examples

What is a teacher training personal statement?

The teacher training personal statement is your opportunity to let training providers know about your qualities, skills and expertise, and why you want to teach.

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, be prepared to receive constructive feedback and write a few drafts before you send it off.

How do I write a good teacher training personal statement?

To help you write a successful teacher training personal statement, we recommend you include:

• use examples to back everything up, based on your teaching experience so far
• tailor your personal statement according to the age group you wish to teach
• write using concise English, using first person terms such as 'my' and 'I'
• be original and honest - don't embellish the truth or lie outright
• avoid clichés and general statements, such as 'since a young age' or 'I've always wanted to be a teacher'
• demonstrate your passion and enthusiasm for teaching.

You have up to 4,000 characters to write a memorable opening, middle and conclusion.

Don't waste your valuable space on writing about things that are already on your UCAS form elsewhere, such as your qualifications.

What should I include in my teacher training personal statement?

When planning out your personal statement, ask yourself what it is your training providers are looking for. Make sure your statement answers the following questions:

• Why do I want to teach? - show that you know about the challenges and rewards of teaching, and remember that everything has its ups and downs. Maybe talk about any lessons you have observed/taught, what went well and how you would have improved on them. Discuss teaching styles used and the use of technology in the classroom.
• Why do I want to teach this age group/at this level? - what appeals to you, and what experience do you have teaching these students/children?
• What are my strengths? - include the relevance of your degree and subject knowledge.
• What experience do I have? - include any experience you have of volunteering with children, such as teaching a sports team, youth work or working at a summer camp? Give examples of how this helpd develop your teaching skills.
• What personal skills/abilities do I have? - these might include research, creativity, time management, IT skills, problem solving, managing people, organisational skills, listening skills, leading or working in a team. To strengthen your application, make sure you back everything up with examples.
• Are there are any location restrictions? - if you don't currently live in the UK, why do you want to study here? Are you willing to move away from your current home town/city for your degree?

You only have up to 47 lines (4,000 characters including spaces) in which to persuade your chosen initial teacher training (ITT) providers to offer you an interview. The statement must be concise, enthusiastic and sell your potential to be a successful teacher.

For more help and advice on what to write in your teacher training personal statement, please see:

• Personal Statement Editing Services
• Personal Statement Tips From A Teacher
• Analysis Of A Personal Statement
• The 15th January UCAS Deadline: 4 Ways To Avoid Missing It
• Personal Statement FAQs
• Personal Statement Timeline
• 10 Top Personal Statement Writing Tips
• What To Do If You Miss The 15th January UCAS Deadline.

What is a teacher training degree?

Teacher training degrees combine the study of curriculum subjects with learning teaching techniques and putting these into practice during hands-on school placements. The course leads to QTS (qualified teacher status) to enable you to teach in a school or college.

How long is a teacher training course?

To teach in England and Wales you need to gain QTS. You will obtain this on an ITT programme, which could be school or university-based and takes approximately one year to complete.

How do I become a teacher with a degree?

To teach as a qualified teacher in England, you'll need qualified teacher status (QTS). If you already have a degree, you can complete a postgraduate teacher training course to achieve this. Additionally, you'll need to have a GCSE at grade C/4 in maths and English, as well as science if you want to teach primary.

Can I train to be a teacher without a degree?

Unfortunately no - you cannot become a teacher without a degree.

But if you are an undergraduate or have a degree in a different subject than what you want to teach, there are options to help you get into a teaching career.

Will I get paid for teacher training?

There are three types of funding available for teacher training - depending on your circumstances, you could receive all three:

• Tax-free bursary or scholarship.
• Tuition Fee Loan and Maintenance Loan.
• Extra financial support if you're a parent, have an adult dependant or a disability.

Further information

For more tips and advice on teacher training personal statements, please see:

• GetIntoTeaching
• The Complete University Guide

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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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April 1, 2022

Whether it’s to get an early offer to ICMS or to win a scholarship, writing a great personal statement that will get you noticed is the first step to taking advantage of opportunities and opening doors to a successful future.

What is a personal statement (PS)?

A personal statement is a short essay about… you! It explains why you are ideal for a certain course, scholarship or job.

Start with the future

Getting started is the hardest part of writing a personal statement. A great introduction starts with the opportunity itself and why you want to apply. Explore and discuss your ideal future. Like heading into a job interview, make sure you do your research and explore how this opportunity will help you reach your goals.

Examples of course related information for your personal statement

For example, if you are applying for uni on an Early Entry application*, then make sure you know all about your intended course:

• What attracted you to that course?
• What subjects you are most looking forward to studying?
• What subjects did you study in school that might be relevant?
• What part-time work have you done that would be useful for that course?
• What career aspirations do you have that are relevant to that course?

It’s all about you in your personal statement 

The main body of your PS is all about you.

What are you passionate about – write about the extracurricular activities that energise you.

• ‘ What sports are you involved in?
• Which clubs do you belong to?
• What volunteer work have you done?
• What are your interests?
• How do you spend your free time?

What achievements are you most proud of – this is the chance to describe your strengths.

• Did you top any subjects?
• Did you win any awards?
• Did you hold a leadership position?
• Did you get involved in any community initiatives that were important to you?

Don’t be afraid of being personal and sharing your aspirations in your personal statement 

Of course, focusing on your successes is important, but don’t be afraid to write about challenges you might have overcome, hardships that have made you a better person, or things about yourself that you work hard to improve every day. These things show resilience, tenacity and a growth mindset.

How would others describe you in your personal statement?

It’s also a great idea to think about what others would say about you – would your mum say you are chatty, or your friends say you’re outgoing, or your teacher say you are driven? Include these as they are a good way to describe your personality. Some other adjectives that might be useful are: responsible, friendly, polite, cooperative, vibrant, sweet, calm, well-organised, creative, resilient.

Your motto?

Is there a motto that you particularly like to live by? If there is, tell the reader why it is meaningful to you.

Go back to the start

A good way to end your personal statement is to go back to why YOU should be considered for this opportunity. Summarise the best bits of the course, the College, yourself and tie this all together in your conclusion.

* If applying for Early Entry at ICMS please send your personal statement to your ICMS Student Advisor at  [email protected]

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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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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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