deputy head personal statement examples

Teaching Leadership Personal Statement

Example Teaching Leadership Personal Statement

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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Special Education and Inclusive Learning

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

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

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

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

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

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

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

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

Example Personal Statements.

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

Leadership Personal Statement Example 1:

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

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

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

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

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

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

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

Leadership Personal Statement Example 2:

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

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

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

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

Leadership Personal Statement Example 3:

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

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

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

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

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

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

Final Points

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

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Deputy Head Teacher CV example

A deputy head teacher CV needs to encompass your passion for education and behavioural management with your administration and management skill. Do this and you will be invited for interview.

Follow our simple guide and example deputy head teacher CV, to create an outstanding CV and get the job you really want.

Guide contents

Deputy Head Teacher CV example

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

CV templates 

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

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

Deputy Head Teacher CV structure and format

Think your CV is just about words? Think again.

Your CV needs to look professional and be easy for recruiters to read, meaning the structure and format of your CV are equally as important as the content within it.

Facilitate ease of reading by working to a simple structure which allows recruiters to easily navigate your experience.

Formatting Tips

• Length: Whether you’ve got one year or three decades of experience, your CV should never be more than two sides of A4. Recruiters are busy people who’re often juggling numerous roles and tasks, so they don’t have time to read lengthy applications. If you’re a recent graduate or don’t have much industry experience, one side of A4 is fine.
• Readability : Help out time-strapped recruiters by formatting your CV for easy reading. Using lots of bullet points and lists will help them to skim through your info, while clearly formatted headings will allow them to navigate towards the content which is most useful to them.
• Design: It’s generally best to stick to a simple CV design, as funky or elaborate designs rarely add any value to your application. A clear, modern font and a subtle colour scheme work perfectly and allow your skills, experience and achievements to speak for themselves.
• Avoid photos: Logos, profile photos or other images aren’t necessary and rarely add any value – save the space for written content, instead!

Structuring your CV

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

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

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

CV Contact Details

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

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

Deputy Head Teacher CV Profile

Grab the reader’s attention by kick-starting your CV with a powerful profile (or personal statement , if you’re a junior applicant).

This is a short introduction paragraph which summarises your skills, knowledge and experience.

It should paint you as the perfect match for the job description and entice recruiters to read through the rest of your CV.

Tips for creating an impactful CV profile:

• Keep it brief: When it comes to CV profile length, less is more, as recruiters are often time-strapped. Aim for around of 3-5 persuasive lines.
• Tailor it: Before writing your CV, make sure to do some research. Figure out exactly what your desired employers are looking for and make sure that you are making those requirements prominent in your CV profile, and throughout.
• Don’t add an objective: Want to talk about your career goals and objectives? While the profile may seem like a good space to do so, they’re actually much better suited to your cover letter .
• Avoid cliches: “Determined team player who always gives 110%” might seem like a good way to fill up your CV profile, but generic phrases like this won’t land you an interview. Recruiters hear them time and time again and have no real reason to believe them. Instead, pack your profile with your hard skills and tangible achievements.

What to include in your Deputy Head Teacher CV profile?

• Summary of experience: Start with a brief summary of your relevant experience so far. How many years experience do you have? What type of companies have you worked for? What industries/sectors have you worked in? What are your specialisms?
• Relevant skills: Make your most relevant Deputy Head Teacher key skills clear in your profile. These should be tailored to the specific role you’re applying for – so make sure to check the job description first, and aim to match their requirements as closely as you can.
• Essential qualifications: If the jobs you are applying to require candidates to have certain qualifications, then you must add them in your profile to ensure they are seen by hiring managers.

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

Core skills section

Next, you should create a bullet pointed list of your core skills , formatted into 2-3 columns.

Here, you should focus on including the most important skills or knowledge listed in the job advertisement.

This will instantly prove that you’re an ideal candidate, even if a recruiter only has time to briefly scan your CV.

Work experience/Career history

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

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

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

Structuring your roles

Whilst writing your CV, it’s essential to look at it from the eyes of a recruiter.

If they’re met with giant blocks of text which are impossible to navigate, they might get frustrated and skip onto the next CV.

Instead, make use of the 3-step structure shown below, to give them a pleasant reading experience.

Firstly, give the reader some context by creating a punchy summary of the job as a whole.

You should mention what the purpose or goal of your role was, what team you were part of and who you reported to.

Key responsibilities

Next, write up a punchy list of your daily duties and responsibilities, using bullet points.

Wherever you can, point out how you put your hard skills and knowledge to use – especially skills which are applicable to your target role.

Key achievements

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

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

In your education section, make any degrees, qualifications or training which are relevant to Deputy Head Teacher roles a focal point.

As well as mentioning the name of the organisation, qualification titles and dates of study, you should showcase any particularly relevant modules, assignments or projects.

Interests and hobbies

Although this is an optional section, it can be useful if your hobbies and interests will add further depth to your CV.

Interests which are related to the sector you are applying to, or which show transferable skills like leadership or teamwork, can worth listing.

On the other hand, generic hobbies like “going out with friends” won’t add any value to your application, so are best left off your CV.

Essential skills for your Deputy Head Teacher CV

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

However, commonly desired  Deputy Head Teacher  skills include:

• Educational skills – Highlight the skills you have developed as an experienced educator and how you can utilise these across the board.
• Management – Demonstrate your confidence with organising processes, systems and developing policies which serve the school and the staff body whilst supporting the role of the head.
• Leadership – Showcase your ability to lead others within the parameters of expectations of the head, ensuring the school will maintain its functioning even if the head should be absent.
• Data analysis – Explain how you effectively use data management systems to make clear and defined decisions.
• Nurture and inclusion – In your CV include your commitment to inclusion and nurture, and how you utilise them effectively to positively impact learning and behaviour.

Writing your Deputy Head Teacher CV

When putting together your Deputy Head Teacher CV, there are a few key points to remember

Always tailor your CV to the target role, even if it means creating several versions for different roles.

Additionally, remember that the structure and format of your CV needs just as much attention as the content.

Remember to triple-check for spelling and grammar errors before hitting send. If you’re unsure, use our quick-and-easy CV Builder to add pre-written expert content with one click.

Good luck with your job search!

How to write an outstanding job application

Everyone dreads those personal statement boxes on the job application form but we’ve all had to write ‘em and, if we’re in employment, they’ve clearly done the trick. Why would anyone literate need a guide to writing job applications?

Well, as an English teacher I certainly consider myself to be more than merely functionally literate and I some of the feedback on my ability to write a letter of application I had last year was very hard to hear.

The head teacher of a school at which I’d applied to become an assistant head told me the reason I wasn’t called for interview was because he’d been put off by my application letter. He didn’t like my writing style and thought it wasn’t specific enough. In particular he disliked the fact that I’d put several phrases in ‘inverted commas’ and used too many italics.

What do you do with this kind of criticism? Should I write it off as the views of one individual and stay true to myself, or should I take on board the advice offered wholesale? This sounds like a trite rhetorical question, but for a few weeks I felt really torn. I know it’s impossible to second guess exactly what someone else wants to hear and even if you could, you’d probably regret it, but still: if only there was a winning formula.

A few weeks later, I attended a course rune by  Hays Leadership  called Aspiring Leaders. I had very little idea what to expect and was pleasantly surprised to discover the thrust of the course was on securing and succeeding at interviews for school leadership positions. Perfect.

The advice was that applicants should use the National Standards for Headship to structure their applications. A copy of these can be downloaded   here .

The standards are:

• shaping the future
• leading learning and teaching
• developing self and working with others
• managing the organisation
• securing accountability and
• strengthening community.

I am ashamed to say, I knew nothing about these standards beforehand and it made perfect sense to demonstrate my understanding of these qualities in any application. The course leader went through what they each meant and I would recommend reading through them and making some detailed notes before beginning the application process.

Some schools design their job description and person specification around these standards which makes it very straightforward to construct your application. Others don’t. The advice offered in these cases is to work out which parts of the person spec/job description apply to which standards. So, if you’re asked to demonstrate  “ Courageous and committed leadership through effective role modeling”  you would slot this into your ‘managing the organisation’ section and, “ A significant contributor to strategic thinking and development”  would come under ‘shaping the future’ .  I’d advise putting the whole lot into a speadsheet to work out exactly what should go where.

The other important piece of advice is to make sure that for each of the standards you have a clear example which shows the  context  you are working in, what your  vision  was or is, the  actions  you have taken to implement your vision and the  impact  they have had (CVAI).  By doing this you avoid wooly hypothetical statements.

All of this was, needless to say, extraordinarily helpful. The next two applications I completed resulted in being offered an interview. One head told me that my application was “outstanding” and one of the best she had ever read! Sadly I didn’t get either job but that doesn’t matter. I now know how to write a leadership application and am confident that when the next job comes along I stand a very good chance of being interviewed for it.

Whilst this advice is aimed at leadership applications, the CVAI structure should be used in all applications and interviews whether you’re an NQT or a headteacher.

Another useful post on writing job applications from Simon Warburton here .

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This is excellent advice. We have a free job application at our site. Though it was designed for employers, it may be useful for your viewers as you can download and practice filling it out before you actually go in and fill out a real job application.

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Many are in fact taking advantage of free deputy head personal statement examples online as a tool to effectively write a winning personal statement. One of the main advantages with these samples is that it allows you to understand the main factors that make up a well written personal statement. Remember that you will have a single chance for you to make a good first impression which is why you should ensure the submission of a flawless, high quality personal statement.

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There are many deputy head personal statement examples and computer science personal statement samples  available online and this will basically provide you the leverage necessary as to win over the admission committee. A personal statement is not an extension of your CV which is why you should carefully consider its content and customize it as to effectively attract the interest of your target audience. In fact, many are using personal statements as an efficient method in order to tell their story hence the necessity to submit only a professionally written personal statement. Make use of free samples online as to improve the quality of your own personal statement. Share this:

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Personal Statement for Assistant Headteacher for Teaching, Learning and Curriculum FOR ADULTS

Subject: Pedagogy and professional development

Age range: 7-11

Resource type: Other

Last updated

15 March 2019

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This is my own personal statement for the position of Assistant Headteacher for Teaching, Learning and Curriculum - a job which I got.

Being able to download someone else’s personal statement while writing mine, would have been a huge help. Therefore, I thought offering mine, would give practitioners an option to view one before they start writing their own and thus having new ideas and a clear structure.

Obviously, every personal statement should be tailored to the person specification but it is easy to use ideas from this personal statement and shuffle them around accordingly. I have removed specific names from the personal statement and instead typed, XXX.

Tes paid licence How can I reuse this?

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Jeannette12

Thank you so much for your generosity in sharing this. I didn't quite know where to start and this is a really useful model (such kindness only to be expected from Harlesden though!) Thanks again.

Empty reply does not make any sense for the end user

Great report. Gave me lots of ideas what to include otherwise wouldn't had!

Excellent. Thanks

funkeagbede

It has given me ideas on how to write my supporting statement, fantastic.

nataliaramosuk

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