primary teacher job personal statement example

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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?

Search for roles on Teaching Vacancies now.

• 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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How to write a great personal statement for a teaching job.

Vinny Potter

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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What to include in a Personal Statement

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Personal statement example primary education personal statement.

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Primary Education Personal Statement

“Let’s play teachers, I’ll be Miss Lily”: the words that led me to realise I wanted to be a primary school teacher . It was ‘Miss Lily’ as somehow Miss ‘surname’ seemed too formal as well as being a little too complicated for 4 year olds to call you on work experience. During this period, I worked with children from reception through to year 6 and met many different children. I mainly worked with children one on one, helping those who found the work more challenging as well as listening to KS1 children read, helping to prepare class materials and helping with sports day. Some children I worked with were very challenging and I was asked to take some them out of the class and work with them one on one in the library, I soon realised how difficult it must be for teacher’s to help children who are particularly struggling (or troublesome!) as well as teaching and supporting the whole class. I did find it challenging myself trying to get unwilling children to do their work but I loved the sense of achievement when I finally got through to them, helping them to learn and understand things and realised that perhaps I was in fact cut out to teach. On a separate occasion I also helped out at an after school photography club at a primary school, I loved how I could combine something I enjoyed doing whilst working in a school environment with the children.

As I have interest in a wide range of subject areas and activities such as religious studies, history and geography I believe this would benefit me, and the students, as I will be passionate and enthusiastic when I teach them. I believe I possess many of the skills required to be a good teacher, many that were developed further during my work experience; my organisation, patience and positive energy being just a few examples. I love the idea that I will somehow be able to shape the future of young children and play an important role in their development. I also understand just how challenging and demanding the role of a primary school teacher is but I think it is a very rewarding career that I would be very suited to.

I am a very caring person making me well-suited to working with children and I believe I have a positive personality and cheerful disposition that can engage children effectively as well as being able to maintain a good rapport with the students. At college I study classical civilisation, modern history and BTEC law. As well as this I decided to do an EPQ which further demonstrates my diligent attitude.

I am confident that all the transferable skills I have acquired during my EPQ such as time management and research skills will be incredibly beneficial to me and will prepare me for my time at university. I also work part-time at The Card Factory which has really developed my confidence in recent months.

My communication skills have also improved and I have gained a sense of responsibility I didn’t have before, knowing people rely on me and depend on my hard work and commitment to providing good customer service. I believe I am incredibly well suited to being a primary school teacher possessing many important qualities and I am sure that it will certainly prove to be a rewarding and fulfilling, albeit certainly challenging career.

I hope that studying primary education at university will equip me with the skills that will allow me to be a successful teacher and that my enthusiasm stands out allowing me to proceed on the pathway to becoming a qualified teacher.

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Personal statement for PGCE primary

This is your chance to explain why you want to teach primary age children and convey your enthusiasm for teaching

This example should be used for guidance only. Copying any of this text could significantly harm your chances of securing a place on a course.

Example personal statement for PGCE primary

In my early education, reading and writing were a challenge. At age nine I received a diagnosis of dyslexia bringing with it extra support from the school. This gave me a real determination to overcome my disability. It drove me to study hard, achieve high GCSE and A-level grades and go on to achieve a 2:1 in criminology at the University of England. Although this is not a national curriculum subject, working through and coping with my dyslexia at university helped me nurture my own love of learning. I aim to emulate the support provided to me to ensure that no child is left behind in their learning due to barriers they may experience. I believe that being dyslexic will give me a unique insight into the support requirements of dyslexic children but I am aware that children face many other personal, social and emotional challenges alongside learning disabilities. Recognising these barriers and helping each child to have the confidence to succeed is one goal I hope to achieve as a teacher.

I began spending one day a week, then two days a week in a primary school, which has strengthened my love of learning. I spent time in both Key Stage 1 and 2 classrooms and have so far completed 40 days in a school. I observed lessons such as English, maths, Spanish, science and art, listened to pupils read, and went on to work with small groups. I started to grasp lesson planning and discuss with teachers' current educational issues, such as the changing curriculum. I was able to observe how different teachers handle classroom and behaviour management, particularly picking up on the importance of maintaining an assertive yet sympathetic style. This all shapes my classroom practice to become more effective, for example seeing someone moving up a reading band as a result of the extra time I gave to them. Recently I saw a child making good decisions with their behaviour as a result of the plans we made together. I am gaining experience currently with a year three class of 30 children, working with them one-to-one, in groups and leading the whole class. Learning to think on my feet numerous times a day is challenging but rewarding, especially when I receive positive feedback on my lessons.

For the past two years I have been a volunteer leader with my local Cub Scout group, consisting of 30 boys and girls aged between eight and ten years. This encompasses weekly meetings, trips and overnight camps. During camps, along with the other leaders, I am responsible for the children's physical and emotional wellbeing. I need many of the skills I have seen in the classroom to be an excellent leader. A highlight was being able to use my craft and sewing skills to instigate and lead a mural making project with the completed mural now proudly displayed in the scout hut. Resilience, good judgement, enthusiasm, energy, patience, creativity, responsibility, leadership, reliability and stamina are all essential. Being a volunteer leader has helped me grow my confidence, leadership and communication skills, which I look forward to bringing into the classroom.

Through my studies, work experience and volunteering, I have received and given feedback. I know how essential it is to provide constructive feedback that will help the recipient learn and develop rather than become demoralised. I have witnessed teachers providing meaningful and specific feedback to pupils and how this raises their self-esteem. I have learned from this and practised it in my own interactions with children, with positive results.

I wish to specialise in working with Key Stages 1 and 2 as I feel it is demanding but hugely rewarding to work with children at this vital formative period in their educational development. I am aware that the children within each class could be at vastly different levels in relation to their abilities.. Being able to confidently ascertain their levels and differentiate the work accordingly is something that I know I will need to master.

I achieved high grades in law, biology and statistics at A-level. I believe these subjects have provided me with a broad knowledge base to enable me to teach the full primary national curriculum. Even though I didn’t study any design-related subjects at college, I do consider myself a creative person so would relish the chance to teach subjects such as art, music and drama alongside the core subjects of English, maths and science.

My criminology degree provided me with many relevant skills including data analysis, essay writing, critical analysis and research. I also developed the ability to work to a deadline under pressure, both independently and in groups, something I feel is directly relevant to teaching. Learning about the social inequalities in society alongside modules on safeguarding have provided me with a deeper insight into the affect these things can have, not only on a child but also the family and wider community. 

During my degree I undertook a one-month work placement with a homeless charity. I was tasked with trying to find valuable work experience to boost the self-esteem and self-worth of the individuals. This was a humbling and eye-opening experience. I met some truly amazing people both within the charity and among the service users. The many knock backs I received from companies helped to build my resilience and determination culminating in successfully finding an organisation that was willing to offer experience and training in the catering industry.

I believe that schools should be a safe and welcoming environment where children feel comfortable to express themselves, which in turn will aid their ability and willingness to learn. I hope that I will one day be able to provide this to all the children I teach.

Tailor your statement to primary teaching and include:

• Why you'd like to teach this age group.
• Elements from your degree that have helped to prepare you to become a primary school teacher.
• Skills you have developed and where you gained them, such as communication, patience, resilience and planning.
• Any examples you have working with the age group you wish to teach. This could be classroom based as well as through play schemes, youth groups and summer camps.
• Any specialist training such as safeguarding, first aid or mentoring.
• How your own educational background has influenced your desire to teach.
• Your understanding of the primary national curriculum.
• Your thoughts on children's wellbeing within the education system.

Find out more

• Read all about applying for teacher training .
• Get prepared with our teaching interview questions .
• See more examples of teaching personal statements .

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Teacher training personal statement example (primary pgce) 2.

I am one of ten, so you may see why I would like to work with children. I wasn't always sure as to what profession I would like to join but for the past couple of years it has became apparent that I want to work with children. This was mainly influenced by a new addition to my family, my nephew.

For the past year I have helped develop his skills and encouraged him to learn new things. I truly value the sense of achievement gained in teaching new skills to children and I wish to continue to do so, and this is therefore one of the main reasons for wanting to join a teaching course for key stages 1 and 2.

Discovering my love for helping and supporting others I chose to broaden my knowledge of the teaching experience by completing two work experience placements within a primary school environment. For two weeks I shadowed various teaching staff, observing their teaching techniques and the ways in which they support the children.

I found each day a new challenge as new faces, new personalities were emerging which brought various obstacles my way as different methods of teaching were needed. The most enjoyable aspect of this work environment is that no day is ever the same. -New lessons, new people. It was exciting to know I had the opportunity to assist in someone's learning, gaining satisfaction from seeing the new skill acquired.

This particular experience, working within a primary school environment, allowed me to acquire a number of skills and also help enhance my weaker ones. I have always acknowledged the fact that I can be a very good listener and a good communicator which is an important quality needed. I found that my communication ability improved as I got to know students which encouraged my confidence to escalate.

I am able to work well independently and can also work very well as part as a team, which became obvious to me during my stay at my placement. I have also demonstrated this throughout the majority of my school experience, for example, when playing team sports, such as Netball, Rounders, Badminton, Athletics, etc.

During my school experience I have embarked on a number of activities which exhibit my more positive qualities that I have thoroughly developed within the past few years. Such activities include helping out at events such as Open Days, Parents' Evenings, Welcome Club, etc. In doing so, I have shown I am a polite, mature, organized and committed young adult.

I am currently a School Prefect and buddy, working closely with the years 7, 8 and 9 students. My role is to represent the school in a positive and professional manner. I believe I do this well as I portray an enthusiastic, responsible and reliable image. In order for me to have been considered to be a Prefect or a buddy I needed to have the essential qualities for that particular role.

Such qualities needed are congruence, resilience and assertiveness. These specific qualities, I believe, have been made evident to my teaching staff as a result of the community work in school I have taken part in. I have accomplished my British Red Cross basic First Aid certificate which I completed at school. I have also achieved my Food Hygiene, Business Dynamics and Junior Sports Leadership Certificates.

I am very much looking forward to expanding my practical and theoretical knowledge by attending university. In pursuing a degree in teaching, I seek to advance my knowledge of educational studies and improve my personal skills. I ask you to give me the opportunity to further my education as I know I have the commitment, the patience and the persistence to succeed.

Profile info

This personal statement was written by esther for application in 2007.

esther's Comments

constructive criticism please =] and thankyou very much for your comments and thankyou in advance =] =] I am applying for the following universities: Gloustershire, Manchester Metropollian, Wocester, Winchester and Wolverhampton

Related Personal Statements

Wed, 03/10/2007 - 11:58

i think this statement is amazing :D i'd definatley use this as mine whoever did this deserves to get a place at their university of their choice

very good!! im very proud of

Wed, 03/10/2007 - 12:34

very good!! im very proud of you even though i dont know you!! lmao

yh this is a good personal

Wed, 03/10/2007 - 12:44

yh this is a good personal statement. well done =]

Wed, 03/10/2007 - 19:41

Thought it was great I hope

Fri, 05/10/2007 - 13:32

Thought it was great I hope thawt you achieve your goal you deserve to

slightly too repetitive with

Sat, 06/10/2007 - 09:28

slightly too repetitive with grammar mistakes. i felt you needed to push on and tell us your interests outside of education. Its what they want also, depite the positive critism, overall a decently constructed statement, good luck.

very very good - only thing

Mon, 08/10/2007 - 19:52

very very good - only thing missing is personal info well done!!!

I like the sentence structure

Tue, 09/10/2007 - 18:55

I like the sentence structure, it is very well done, and good use of vocabularies, however, spelling errors, and grammar needs work.

this statement has really

Tue, 23/10/2007 - 17:43

this statement has really helped me in writing mine - thank you

i think that this statement

Tue, 30/10/2007 - 14:47

i think that this statement is amzing! i think you have done a very good job at writting it and im jealous! im trying to write mine just now but i seem to have writters block :( any tips? xx

This statement is very boring

Tue, 20/11/2007 - 14:09

This statement is very boring and also very long fix it up

Sun, 06/01/2008 - 13:37

I am applying for a place on a Graduate Teacher Programme... your statment has helped me with ideas on how to 'sell myself'!

Firstly, I would like to

Fri, 18/01/2008 - 12:20

Firstly, I would like to congratulate this person for the amazing Personal Statement that has written. I think that it sounds very honest and realiable. Although it is a bit too long. CONGRATULATIONS

Mon, 21/01/2008 - 04:39

i think it's very good and interesting :)))

Tue, 04/03/2008 - 14:58

dis personal statment help me to find out why i would like to do teaching as well.fanx xx

not brilliant. dont get me

Thu, 27/03/2008 - 18:28

not brilliant. dont get me wrong its good. but its dodgy gramatically. and looooong

Really good

Sun, 20/04/2008 - 16:39

I'd be interested to know if you ogt the placement after sending this in?

Wed, 30/04/2008 - 20:19

what an outstanding statement

This statement has really

Thu, 01/05/2008 - 10:39

This statement has really helped me with some ideas for mine. Thank you.

Fantastic!!!

Sun, 29/06/2008 - 20:06

This is really good with the right length of information. Well done wish you all the best! :)

this personal statement

Wed, 02/07/2008 - 16:54

this personal statement helped me soooo much - i just did not know where to start and i thought that this one was way better than the example that my tutor gave me. it gave me so many ideas. thank-you so much!

This helped me alot although

Tue, 08/07/2008 - 11:36

This helped me alot although it is quite long and you need to check through your grammar.

Sun, 21/09/2008 - 14:05

posted by Rummana

Tue, 23/09/2008 - 12:45

i believe that very gud yes yes very gud! me like long words and full stops used very well, gud job! and i want to say thank you fo lettin me read dis it very nice of you to give me guidence thank you bye bye

i think this is a good

Wed, 01/10/2008 - 20:07

i think this is a good statement. it has helped me with my personal statement, as i didnt have a clue where to even start!!

this a really gud statment,

Tue, 14/10/2008 - 13:32

this a really gud statment, all the best wishes, gud luk you deserve it. well done

You made some good points,

Wed, 05/11/2008 - 14:08

You made some good points, but obvioulsy thought they were so good you needed to repeat them, two or times over. Otherwise impressive :]

interesting and good but

Thu, 06/11/2008 - 18:06

interesting and good but should have mentioned your out of education skills. in otherwards what interests you apart from teaching.

Wed, 19/11/2008 - 17:35

This personal statement is very analytical and you have covered crucial points to enable you a place on a teaching course..well done and good luck!

Helped thank you

Fri, 21/11/2008 - 19:18

Helped me to write my personal statement as my shool did very little to show me what i was actually meant to do!! Thank you!! =]

This is the best statement i

Thu, 26/03/2009 - 16:37

This is the best statement i have read and have used this to help me. thanks.

this is good but like some

Wed, 13/05/2009 - 14:37

this is good but like some others said a little repetitive but go you for trying!!

Thu, 15/10/2009 - 07:22

This personal statement is really good and maybe i'll use some of the things in it that i applies to me

why is it so hard to write a

Fri, 22/01/2010 - 12:04

why is it so hard to write a personal statement??

very long, repetitive, and

Thu, 18/02/2010 - 17:39

very long, repetitive, and grammer and spelling needs checking. otherwise okay

I wouldn't give you a place

Fri, 17/09/2010 - 09:44

I wouldn't give you a place if it was upto me, sorry but how far up yourself can you be? Do you only go to school? There is nothing about outside of school.

Thu, 23/09/2010 - 11:24

i think this is very good thanks dudealicous

thanks babe

this is an excellent personal

Thu, 14/10/2010 - 21:39

this is an excellent personal statement you realy know what you are talking about, I am applying for the same thing so i hope alongside you i get a place in the uni's i am opting for. x

People are saying this is too

Thu, 21/10/2010 - 17:53

People are saying this is too long, but its not! you are actually under! its 4000 characters and this is one 3 and half. Its a given me a good insight to how it has been done! Thanks!

very good and helpful

Wed, 17/11/2010 - 12:44

very good and helpful just 1 question 1 0f 10 wtf? r ur parents rabbits

Thu, 29/09/2011 - 11:55

this is such a good personal statement and really helped me with mine- thankyou! :)

Did Wolverhampton give you a

Thu, 13/10/2011 - 14:38

Did Wolverhampton give you a place?

wow! what an amazing

Tue, 10/01/2012 - 18:58

wow! what an amazing statement! definitely given me inspiration to re-write mine x

Very good! I'm currently

Sat, 22/09/2012 - 15:45

Very good! I'm currently writing mine (well, trying to write it) so yours helped me A LOT! Thanks!x

Add new comment

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Primary Teacher PGCE Personal Statement

If you are applying to PGCE Primary, you will need to prepare a good personal statement. Learn how to prepare your application for PGCE from our Primary PGCE Personal Statement example .

Primary Teacher Personal Statement Example

One day, I hope to become a primary teacher. Primary and secondary education have both been highly positive experiences for me. It is my desire to inspire and encourage children of all abilities to achieve their full potential that drives me to apply for primary education.

I gained valuable experience working in a primary school setting from the perspective of a teacher. The uniqueness of each child and the way each day is different is what I enjoyed most about my job. I am also applying for a History degree since this would allow me to study a P.G.C.E. after I complete my undergraduate studies. I have always enjoyed Art, particularly the early modern era up until the 20th century, a period I find fascinating. Researching the history of my family and the local area is my favourite aspect of Art history. I have arranged a work experience placement at a local primary school on Monday morning during my free periods. I have gained a great deal of insight into the challenges and situations primary school teachers face. As a teacher, I have been able to provide extra support to students who are underachieving in literacy and numeracy. I have improved my interpersonal skills immensely as I have had to communicate with children of different abilities, cultures and religions from Primary 1 to Primary 7. In addition to being challenging, it is also extremely enjoyable. I am most enjoying helping with small group work and projects with Primary 3 to 7 classes, assisting the pupils in History and English lessons, and using ICT as an educational and motivational tool. When I see pupils who struggled in these areas improve, it is very rewarding for me.

I have also participated in the school’s Community Care program, where I visited a residential care home once a week and spoke with the residents. Their personal perspectives on childhood experiences and the past were enjoyable to hear. By performing songs on guitar, accordion, and voice for residents, and reading novels and poems to them, I have become more approachable, confident, and trustworthy. I have served as Chairperson of the Eco-School’s Committee for four years in school.

Further, I have enjoyed attending debates and lectures from renowned historians such as Senia Paseta, Richard Grayson, and Philip Orr as a member of the Omagh Academy History Society. In my free time, I’m a member of the Bridge Club of Leeds.

My Queen’s Badge is something I’m aiming toward having recently earned my President’s Award. I assist in the Boy area, which serves boys between the ages of 4 and 7, in order to obtain more experience working with kids. It is my obligation to organize and present drills, games, and Bible tales. I also like to play a variety of musical instruments, such as the lambing drum, accordion, guitar, and flute. I am actively involved in the Omagh Community Youth Choir and am pursuing my Grade 5 on the guitar. I have performed with the choir as a support act for the Red Hot Chilli Pipers at the SSE Arena in Belfast.

I learned how crucial it is for primary school teachers to be able to play an instrument at school concerts and events through my work placement. I have joined the Fintona Taekwondo Club with enthusiasm. It has helped me become more tenacious, determined, polite, and disciplined. Taekwondo has helped me stay physically active, and I intend to continue practising it when I’m in college since I find it to be a wonderful stress reliever. I think I’m a good fit for this profession because I want to be a teacher in the long run. My decision to apply for primary courses has been solidified by my great experiences with work placement and volunteer work with the Boys’ Brigade’s Anchor Boys section.

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• Personal Statement Examples
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• UCAS Personal Statement: A Writing Guide And Tips For Success
• How to Write a Personal Statement That Stands Out
• Tips for Writing a Personal Statement for the University
• How to Write UCAS Reference Letter

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Teacher Application - Personal Statement x 2 successful examples to adapt

Subject: Pedagogy and professional development

Age range: 16+

Resource type: Other

Last updated

20 January 2022

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Two different comprehensive personal statements which I wrote during my recent job search.

Although they obviously needed to be adapted to suit the needs of each school that I was applying for, I found that having a series of ‘base’ letters was extremely useful. I was shortlisted for each job I sent these applications to (and gained a job)

There was nothing on line at the time that I could use to guide/scaffold me, so I hope that someone finds this useful!

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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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Key Competences and New Literacies

From Slogans to School Reality

• © 2023
• Maria Dobryakova   ORCID: https://orcid.org/0000-0002-9475-5476 0 ,
• Isak Froumin   ORCID: https://orcid.org/0000-0001-9228-3770 1 ,
• Kirill Barannikov   ORCID: https://orcid.org/0000-0001-5182-9458 2 ,
• Gemma Moss 3 ,
• Igor Remorenko   ORCID: https://orcid.org/0000-0002-8775-4248 4 ,
• Jarkko Hautamäki 5

Institute of Education, National Research University Higher School of Economics, Moscow, Russia

You can also search for this editor in PubMed   Google Scholar

Head of the Observatory of Higher Education Innovations, Jacobs University, Bremen, Germany

Moscow city university, moscow, russia, university college london, london, uk, university of helsinki, helsinki, finland.

• Includes case studies from 8 countries on the competence-turn in the curriculum
• Describes pedagogical approaches to foster 21st century skills
• Outlines the components of environmental literacy

Part of the book series: UNIPA Springer Series (USS)

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Table of contents (15 chapters)

Front matter, introduction.

• Maria Dobryakova, Isak Froumin

The World Is Changing, and Education Is Changing with It

A framework of key competences and new literacies.

• Maria Dobryakova, Isak Froumin, Gemma Moss, Norbert Seel, Kirill Barannikov, Igor Remorenko

Canada (Ontario): A Unifying Theme for Canadian Education Is Equity

• Michele Peterson-Badali, Elisabeth Rees-Johnstone, Evelyn Wilson, Bev Freedman, Denese Belchetz, Karen Grose et al.

China: Fostering Students with All-round Attainments in Moral, Intellectual, Physical and Aesthetic Grounding

• Huanhuan Xia, You You

England: Knowledge, Competences and Curriculum Reform—Why the English Case Stands Out

• Gemma Moss, Ann Hodgson, Susan Cousin

Republic of Korea: Cultivating Key Competences

• Junehee Yoo, Euichang Choi, Dongil Kim, Kyunghee So, Chan-Jong Kim, Il Lee et al.

Finland: Improving Pupils’ Opportunities for Experiencing the Joy of Learning, for Deep Learning, and for Good Learning Achievement

• Jarkko Hautamäki, Raisa Ahtiainen, Natalia Gustavson, Risto Hotulainen, Sirkku Kupiainen, Marja Tamm et al.

Poland: The Learning Environment that Brought About a Change

• Maciej Jakubowski, Jerzy Wiśniewski

Twenty-First Century Skills and Learning: A Case Study of Developments and Practices in the United States

• Michael Russell, Henry Braun, Binbin Zhu

Russian Federation: At a Conceptual Crossroads

• Kirill Barannikov, Maria Dobryakova, Isak Froumin, Igor Remorenko

Pedagogical and School Practices to Foster Key Competences and Domain-General Literacy

• Maria Dobryakova, Norbert Seel

A Modern Aspect of Instrumental Literacy: Coding

• Suhas Parandekar, Eugeny Patarakin, Gulcan Yayla

How to Integrate New Literacy in the Curriculum—Example of Environmental Literacy

Maria Dobryakova

How Countries Reform Their Curricula to Support the Development of Key Competences

• Kirill Barannikov, Igor Remorenko, Isak Froumin
• Learning Objectives
• New Literacies
• Canadian Education
• Education in China
• Education in the UK
• Cultivating Key Competences
• Education in Republic of Korea
• Education in Finland
• Education in Poland
• Twenty-First Century Skills and Learning
• Education in USA
• Education in Russia
• Key competencies
• 21st Century Curriculum
• Curriculum Reform
• Transversal Competences
• Functional Literacy
• Digital literacy
• Competence-based Education
• Critical Thinking

About this book

This edited book is a unique comprehensive discussion of 21 st  century skills in education in a comparative perspective. It presents investigation on how eight very different countries (China, Canada, England, Finland, Poland, South Korea, the USA and Russia) have attempted to integrate key competences and new literacies into their curricula and balance them with the acquisition of disciplinary knowledge. Bringing together psychological, sociological, pedagogical approaches, the book also explores theoretical underpinnings of 21 st  century skills and offers a scalable solution to align multiple competency and literacy frameworks.

The book provides a conceptual framework for curriculum reform and transformation of school practice designed to ensure that every school graduate thrives in our technologically and culturally changing world. By providing eight empirical portraits of competence-driven curriculum reform, this book is greatresource to educational researchers and policy makers.

Editors and Affiliations

Isak Froumin

Kirill Barannikov, Igor Remorenko

Jarkko Hautamäki

About the editors

Maria Dobryakova  graduated from the Moscow School of Social and Economic Sciences and Manchester University (M.A. in Sociology) and defended her Ph.D. in social stratification at the Institute of Sociology of the Russian Academy of Sciences. Since 2006 and until 2022 she worked at the National Research University Higher School of Economics, where she headed and coordinated a number of large-scale projects in education, social sciences, as well as publications and translation projects. Prior to that, she had worked at the Independent Institute for Social Policy (as head of publications) and the Ford Foundation (Higher Education and Scholarship program). 

Isak Froumin  headed the Institute of education at the National Research University Higher School of Economics in Moscow (Russia)—the first graduate school of education in Russia—from 2009 to 2021. After beginning his career as a principal of Kransnoyarsk University Laboratory School  (Russia), he worked as the Lead Education Specialist at the World Bank, and the advisor to the Minister of Education and Science of Russian Federation. He is a fellow of the International Academy of Education.

Kirill A. Barannikov  is the vice-rector for strategy, Moscow City University. He is working in MCU since 2015 and has led a number of projects over Moscow schools and the university development. Among the most striking projects are the online platform for teachers to create curricula (www.prok.edu.ru), the electronic platform for assessing the quality of the educational environment (www.ecers.ru, www.sacers.ru), internet service for supporting and developing initiatives  (www.zamisli.pro). Over the past ten years, he headed the center for distance education of children with disabilities of the Pedagogical Academy of Postgraduate Education, the center of curricula design and standards of the Academy of Social Management. He coordinated over 40 research projects of the Department of Education of the City of Moscow, the Ministry of Education and Science of Russia. The main areas of interest are competency models in school education, issues of standardization and curricula design in an international context, change management in schools and universities. 

Jarkko Hautamäki  graduated from University of Helsinki (majors in experimental psychology and social psychology) and defended his Ph.D. Dissertation (Measurement and Distribution of Piagetian Stages of Thinking) in University Joensuu. He became a full professor in Special Education in Helsinki University, served also the dean and founded and directed Helsinki University Center for Educational Assessment. He is the honorary professor of Faculty of Psychology at Moscow State University, member of the Finnish Academy of Science and Letters and member of The Russian Academy of Educational Sciences. His research interests include human development and schooling for thinking, interventions and special education and applying the science of development into schooling. He lives in Helsinki, Finland. 

Gemma Moss  is the professor of Literacy at UCL Institute of Education. She has been the president of the British Educational Research Association (2015–17), was a member of the European Education Research Association Council (2016–18), was director of the Centre for Critical Education Studies at the Institute of Education (2007–11) and was director of the International Literacy Centre at the Institute of Education, UCL (2017-22).  Her main research interests are in literacy as a social practice; literacy policy; knowledge transfer and knowledge exchange; evidence-informed practice and curriculum design; pedagogy and new technologies; primary assessment; and gender and literacy attainment.  Her research includes running multi-site ethnographic case studies, combining quantitative and qualitative methods in innovative ways and using rapid evidence assessment systematic review processes to bring knowledge to bear on contentious questions in education, where funders require rapid answers.  

Igor M. Remorenko  has been holding the post of the rector of the Moscow City University since 2013. He has a Ph.D. and full-doctor degree in Education. From 2009 to 2011, he held the post of the director of the Department of the State Policy and Legal Regulations in Education, Department of the State Policy in Education, Department of the Strategic Development of the Ministry of Education and Science of the Russian Federation; supervised the top-priority national project “Education” and programs to support the innovative development of the higher education institutes. From 2011 to 2013, he is the deputy minister of Education and Science of the Russian Federation. He is the author of a number of the scientific publications, two monographs. He participates in the researches in the field of educational policy, development of managerial approaches in education and multiple international and national projects in the sphere of education.

Bibliographic Information

Book Title : Key Competences and New Literacies

Book Subtitle : From Slogans to School Reality

Editors : Maria Dobryakova, Isak Froumin, Kirill Barannikov, Gemma Moss, Igor Remorenko, Jarkko Hautamäki

Series Title : UNIPA Springer Series

DOI : https://doi.org/10.1007/978-3-031-23281-7

Publisher : Springer Cham

eBook Packages : Education , Education (R0)

Copyright Information : The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2023

Hardcover ISBN : 978-3-031-23280-0 Published: 23 August 2023

Softcover ISBN : 978-3-031-23283-1 Due: 23 September 2023

eBook ISBN : 978-3-031-23281-7 Published: 22 August 2023

Series ISSN : 2366-7516

Series E-ISSN : 2366-7524

Edition Number : 1

Number of Pages : VI, 426

Number of Illustrations : 18 b/w illustrations, 27 illustrations in colour

Topics : Curriculum Studies , Study and Learning Skills , International and Comparative Education , Educational Policy and Politics

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Latah County, Idaho

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According to 2020 U.S. Census Bureau information, Latah County has a population of 39,517. Find more Latah County statistics .

The City of Moscow has a population of approximately 25,435 and is the location of the University of Idaho .

The City of Pullman is located 7 miles west of Moscow in the state of Washington, has a population of approximately 32,901 and is the location of Washington State University

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District court - conflict public defender, conflict public defender.

The Latah County Board of County Commissioners (BOCC) is soliciting letters of interest from attorneys for the position of Latah County Conflict Public Defender for a one (1) year period commencing on October 1, 2023.

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This is a 3/4-time position at the Latah County Fairgrounds with a very flexible schedule depending on the needs of the Fairgrounds and Events Center, and the desires of the selected candidate. Some work weeks will be at around 20 hours per week, and other weeks will be full time. Provides clerical, event planning, and reception support for the Latah County Fair and Events Center. Position involves high degree of communication with the public and high degree of attention to detail.

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This position is a full-time entry level mechanical maintenance position that also includes housekeeping duties and responsibilities. Time devoted to each of these areas may vary with seasonal demands. The primary work locations are in Moscow, Idaho at the County Courthouse, and other buildings within Latah County. This is an on-call position that requires this employee to occasionally work non-business hours and weekends/holidays.

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The primary focus of this job is the supervision of juvenile and/or adult offenders who are required to fulfill obligations to the community as directed by the Court.

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