8 Teacher CV Examples & Guide for the UK

Danielle Watkins

Art Teacher

86 Southlands Road

Pontwelly

SA44 7PN

070 0738 6497

danielle@watkins.com

Personal Statement

Passionate and dynamic Art & Design teacher with 7+ years of experience in delivering engaging and innovative lessons across Key Stage 3 and Key Stage 4, with class sizes of up to 31 students. Contributed to Clapham Academy achieving an ‘Outstanding’ Ofsted rating. Consistently recognised for excellence in lesson planning and delivery. Successfully guided several KS4 students to podium finishes in regional art competitions. Now seeking to embrace a new challenge in a more diverse and fast-paced inner-city school environment.

Work Experience

Art & Design Teacher

Clapham Academy, London

September 2017–Present

• Delivered the KS3 and KS4 national curriculum, including GCSE Art & Design, to classes of up to 31 students.
• Designed and implemented creative lesson plans that encouraged free expression at KS3, resulting in a 21% increase in students opting for Art & Design at the GCSE level.
• Engaged KS4 students through a mix of interactive group sessions and focused individual work, leading to a rise in A*–C grades from 72% to 91% in GCSE Art & Design.
• Collaborated with colleagues to support at-risk students, developing a program of break-time and after-school art sessions, leading to improved student engagement.
• Established consistent communication with parents through the school portal, contributing to a 35% reduction in student absences.
• Negotiated a significant discount on bulk drawing tablet purchases and Adobe Photoshop licences, saving the school £3,500.
• Contributed to the school’s achievement of an ‘Outstanding’ Ofsted rating during this period.

Education

PGCE Art and Design, QTS, September 2015–June 2016

University College London (UCL)

BA Fine Art, September 2011–June 2014

Central Saint Martins, University of the Arts London

Skills

• Outdoor and experiential learning: Skilled in designing hands-on outdoor art experiences that inspire creativity and connect learning to real-world contexts.
• Creative lesson planning: Proficient in crafting innovative and engaging art lessons that cater to diverse student needs and encourage exploration.
• Digital art and technology integration: Experienced in leveraging digital tools and software to enhance artistic techniques and integrate modern technology into the classroom.
• Conflict resolution: Adept at fostering a collaborative and supportive environment by effectively resolving conflicts and promoting positive interactions.
• Classroom management and engagement: Skilled in maintaining an organised, dynamic, and inclusive classroom that fosters participation and enthusiasm for learning.

Awards and Achievements

• Regional art competition success: Guided three students to podium finishes in the Southeast Regional Art Competition in 2021, 2022, and 2023.
• Excellence in teaching award: Received the ‘Outstanding Teacher Award’ at Clapham Academy in 2022 for innovative lesson planning and exceptional GCSE results.

Professional Development

• Inclusive Education Strategies (2023): Completed a CPD course on fostering inclusivity and supporting neurodiverse learners in art education.
• Advanced Digital Design Techniques (2022): Attended a training workshop on using Adobe Creative Cloud tools in art projects.
• Creative Outdoor Learning (2021): Participated in a professional development program on incorporating nature and outdoor elements into art lessons.

Cerys Morgan

Early Childhood Educator

29 Bloomfield Lane

Brighton, BN1 2EH

07988 564 323

cerys.morgan@edumail.co.uk

Personal Statement

Dedicated Early Childhood Educator with 6 years of experience, nurturing young learners in the foundational years. Proven track record in creating engaging, play-based learning environments that support cognitive, social, and emotional development. Successfully introduced a bilingual story-time program that enhanced language skills for non-native speakers.

Work Experience

Early Childhood Educator

Little Explorers Nursery, Brighton

September 2017–Present

• Designed and implemented a bilingual story-time program that improved language comprehension for non-native English-speaking children by 30%.
• Spearheaded a sensory garden project that encouraged exploration and learning through nature, resulting in a 25% increase in outdoor activities.
• Collaborated with parents to create tailored development plans for children with special needs, leading to measurable improvements in social and motor skills.
• Organised community outreach programs, including “Parents and Tots” workshops, which increased parental engagement by 40%.

Nursery Assistant
Sunshine Daycare, Hove
September 2015–August 2017

• Supported lead educators in daily activities, including circle time, arts and crafts, and outdoor play, contributing to a 15% improvement in overall child satisfaction.
• Assisted in the development of an early literacy program that increased reading readiness among preschoolers by 20%.

Education

Foundation Degree in Early Years Education

Brighton Metropolitan College

September 2013–June 2015

Skills

• Play-based learning: Skilled in designing and facilitating engaging, developmentally appropriate play activities that foster creativity, social skills, and cognitive development.
• Parent-teacher collaboration: Proficient in building strong relationships with parents through effective communication and teamwork to support children's growth and learning.
• Child development assessment: Experienced in observing, documenting, and assessing developmental milestones to tailor educational approaches and provide individualized support.
• Multilingual education: Adept at incorporating multiple languages into daily learning, fostering inclusivity and enhancing linguistic and cultural awareness.
• Sensory and outdoor activities: Skilled in creating hands-on sensory and outdoor experiences that stimulate curiosity, enhance motor skills, and promote a connection with nature.

Extracurricular Activities

• Volunteer storyteller at Brighton Library’s “Tales for Tots” program
• Organizer of the annual “Little Artists” exhibition at Little Explorers Nursery

Ivor McMillan

Primary School Teacher

45 Dunsmore Road
Edinburgh, EH11 2DW
07876 239 987

ivor.mcmillan@edumail.co.uk

Personal Statement

Creative and enthusiastic Primary School Teacher with 8 years of experience in delivering a diverse curriculum to Key Stage 1 and 2 students. Instrumental in raising literacy rates by 22% by introducing a peer-reading scheme. Aiming to bring a fresh, innovative approach to teaching at a dynamic Edinburgh primary school.

Work Experience

Primary School Teacher

Roseburn Primary School, Edinburgh

September 2016–Present

• Introduced a peer-reading scheme that increased literacy rates among KS2 students by 22% within one academic year.
• Developed a cross-curricular project that integrated history and art, resulting in a 35% increase in student engagement during lessons.
• Established an after-school coding club that attracted over 50% of KS2 students, enhancing their digital literacy skills.
• Led the school’s transition to a paperless homework system, reducing paper usage by 40% and improving homework submission rates by 25%.

Teaching Assistant

St. Mary’s Primary School, Edinburgh

September 2014–August 2016

• Supported classroom activities, focusing on small group work that led to a 15% improvement in maths scores for lower-achieving students.
• Assisted in organising school trips and events, contributing to the overall smooth operation of school activities.

Education

PGCE Primary Education, QTS

University of Edinburgh

September 2013–June 2014

BA (Hons) Education Studies

University of Stirling

September 2010–June 2013

Professional Development

• “Integrating Technology in the Classroom” Workshop, 2022
• “Advanced Literacy Strategies for Primary Educators” Course, 2021

Skills

• Literacy development: Skilled in fostering reading, writing, and comprehension skills through structured, engaging activities tailored to varied student abilities.
• Cross-curricular teaching: Proficient in integrating subjects to create cohesive learning experiences that promote critical thinking and practical application of knowledge.
• Digital literacy: Experienced in teaching students essential digital skills, including safe online practices, research, and the use of educational software.
• Classroom technology integration: Adept at utilising technology, such as interactive whiteboards and learning platforms, to enhance teaching and enrich the classroom experience.
• Student engagement strategies: Skilled in implementing creative and inclusive techniques to maintain student interest, encourage participation, and support a positive learning environment.

Volunteer Experience

• Mentor, Edinburgh Reading Partners Program, 2019–Present
• Coordinator, School Green Initiative at Roseburn Primary, 2020–2022

Ayla Kensington

Secondary School Teacher

12 Regent Street
Manchester, M1 1AD
07734 558 990

ayla.kensington@teachmail.co.uk

Personal Statement

Highly motivated Secondary School Teacher specialising in English Literature and Language with 10 years of experience. Successfully increased GCSE pass rates from 75% to 92% at Ashton High School. Committed to inspiring a love of literature in students through innovative teaching methods and extracurricular activities.

Work Experience

English Teacher

Ashton High School, Manchester

September 2014–Present

• Increased GCSE English pass rates from 75% to 92% by introducing targeted intervention sessions and using data-driven teaching strategies.
• Led the school’s debating team to regional championships, winning the title for two consecutive years.
• Developed a creative writing club that produced a published anthology of student work, fostering a 50% increase in student participation in English-related extracurriculars.
• Implemented a blended learning approach during the pandemic, which ensured a 95% student attendance rate in virtual classes.

English and Drama Teacher

Rivington Academy, Bolton

September 2010–August 2014

• Taught English and Drama to KS3 and KS4 students, achieving an average of 85% A*-C grades in GCSE English.
• Directed annual school plays, increasing student involvement in drama activities by 40%.
• Organised poetry workshops in collaboration with local authors, enhancing creative expression and writing skills among students.

Education

PGCE Secondary Education, QTS

Manchester Metropolitan University

September 2009–June 2010

BA (Hons) English Literature

University of Manchester

September 2006–June 2009

Certifications

• CELTA (Certificate in Teaching English to Speakers of Other Languages), 2020
• Safeguarding Children in Education Level 2, 2021

Skills

• GCSE and A-Level curriculum delivery: Skilled in planning and delivering engaging lessons aligned with GCSE and A-Level standards, ensuring students achieve strong academic outcomes.
• Extracurricular program development: Proficient in creating and leading extracurricular activities that enhance student learning, creativity, and personal growth.
• Blended and online learning: Experienced in integrating digital tools and platforms to support blended and online learning environments, ensuring accessibility and engagement.
• Student engagement and motivation: Adept at employing strategies to inspire and motivate secondary school students, fostering a positive and productive classroom atmosphere.
• Public speaking and debate coaching: Skilled in guiding students to develop confidence, critical thinking, and effective communication through public speaking and debate activities.

Extracurricular Activities

• Advisor for the school newspaper, 2017–Present
• Founder and leader of the school’s debating society, 2015–Present

Rory Fletcher

Newly Qualified Teacher

83 Claremont Road
Bristol, BS7 8DG
07854 323 875

rory.fletcher@teachmail.co.uk

Personal Statement

Enthusiastic Newly Qualified Teacher (NQT) with a strong foundation in science education. Recently completed a PGCE with QTS, gaining practical experience in delivering engaging and differentiated lessons to Key Stage 3 and 4 students. Eager to apply innovative teaching skills and knowledge in a full-time teaching role at a forward-thinking secondary school in Bristol.

Work Experience

Science Teacher (NQT)

Hillcrest Secondary School, Bristol

September 2023–Present

• Designed and delivered hands-on science lessons aligned with the national curriculum.
• Developed differentiated learning plans to accommodate students of varying abilities, improving science assessment scores by 15%.
• Integrated technology into the classroom, enhancing student engagement and increasing class participation by 20%.
• Successfully led a science club, with 10 students competing in a regional STEM competition.

Student Teacher (Placement)

Bishopston Secondary School, Bristol

January 2023–June 2023

• Assisted in teaching KS3 and KS4 science, gaining experience in classroom management and lesson planning.
• Supported the lead teacher in preparing students for GCSE science exams, with a focus on reinforcing key concepts.
• Participated in parent-teacher meetings, providing feedback on student progress and strategies for improvement.

Education

PGCE Secondary Science, QTS

University of Bristol

September 2022–June 2023

BSc (Hons) Biology

University of Exeter

September 2019–June 2022

Certifications

• Certified STEM Ambassador, 2023
• Safeguarding Children Level 1, 2022

Skills

• Science curriculum delivery: Skilled in presenting engaging and well-structured lessons aligned with science curriculum standards to inspire curiosity and critical thinking.
• Classroom technology integration: Proficient in utilising educational technology to enhance learning experiences and support diverse student needs.
• Differentiated instruction: Experienced in adapting teaching methods and resources to accommodate varying learning styles and abilities within the classroom.
• Laboratory safety and management: Knowledgeable in maintaining a safe laboratory environment, managing equipment, and ensuring proper safety protocols are followed.
• Student assessment and evaluation: Competent in designing and implementing assessments to monitor progress, provide feedback, and guide instructional planning.

Extracurricular Activities

• Member of the University of Bristol’s science outreach program, 2022
• Organizer of the Science Club at Hillcrest Secondary, 2023–Present

Moira Davison

Special Education Teacher

37 Linden Road
Belfast, BT7 3JJ
07742 639 221

moira.davison@edumail.co.uk

Personal Statement

Compassionate and experienced Special Education Teacher with over 12 years of expertise in supporting students with diverse learning needs. Successfully developed and implemented individualised education plans (IEPs) that improved academic performance and social integration. Seeking to continue making a meaningful impact in a dedicated special needs school in Belfast.

Work Experience

Special Education Teacher

Elmwood Special School, Belfast

September 2012–Present

• Created and implemented 50+ individualised education plans (IEPs) tailored to students' specific needs, resulting in a 40% improvement in academic performance.
• Established a peer mentoring program that fostered social inclusion and improved student interpersonal skills.
• Conducted regular training sessions for staff on inclusive teaching strategies, resulting in a 30% increase in staff confidence in supporting special needs students.
• Collaborated with speech therapists, occupational therapists, and other professionals to provide comprehensive support to students, contributing to a 25% improvement in overall student well-being.

Learning Support Assistant

Newcastle Special School, Newcastle upon Tyne

September 2008–August 2012

• Assisted in the development and execution of tailored learning activities, resulting in a 20% improvement in students' literacy and numeracy test scores.
• Provided one-on-one support to students with physical disabilities, ensuring they could fully participate in all classroom activities.
• Helped organize school-wide events, including Sports Day and Arts Week, that promoted inclusivity and student participation.

Education

PGCE Special Educational Needs, QTS

Queen’s University Belfast

September 2007–June 2008

BA (Hons) Psychology

University of Ulster

September 2004–June 2007

Professional Development

• “Advanced Strategies for Supporting Students with Autism Spectrum Disorders” Workshop, 2022
• “Mental Health Awareness in Schools” Training, 2021

Skills

• IEP development and implementation: Proficient in creating and executing Individualized Education Plans tailored to the unique needs and goals of each student.
• Inclusive teaching strategies: Skilled in employing adaptive methods and materials to ensure all students, regardless of ability, can participate fully in classroom activities.
• Behaviour management: Experienced in implementing positive behaviour interventions and supports to foster a safe and productive learning environment.
• Multi-disciplinary team collaboration: Adept at working closely with therapists, counsellors, and other professionals to ensure a holistic approach to student development.
• Parent and guardian communication: Effective in maintaining open, supportive communication with families to align on goals and strategies for student success.

Volunteer Experience

• Volunteer tutor at the Belfast Autism Centre, 2015–Present
• Organizer of the annual “Inclusive Sports Day” at Elmwood Special School

Rupert Langford

University Lecturer

22 King’s Parade
Cambridge, CB2 1ST
07891 456 789

rupert.langford@academicmail.co.uk

Personal Statement

Dedicated and innovative University Lecturer with 15 years of experience in teaching and research in Modern European History. Known for developing engaging lectures and seminars that challenge students to think critically and independently. Published multiple peer-reviewed articles and currently working on a comprehensive textbook on 19th-century European political movements. Passionate about mentoring students and contributing to academic excellence.

Academic Experience

Lecturer in Modern European History

King’s College, University of Cambridge

September 2009–Present

• Delivered lectures and seminars to undergraduate and postgraduate students, receiving an average teaching evaluation score of 4.8/5.
• Supervised over 25 undergraduate dissertations and 10 postgraduate theses, guiding students through complex research processes.
• Authored a widely used textbook on 19th-century European political movements, currently adopted by several UK universities.
• Published 12 peer-reviewed articles in journals such as European Historical Review and Journal of Modern History.
• Secured £100,000 in research funding from the Arts and Humanities Research Council (AHRC) for a project on the impact of the French Revolution on European societies.

Teaching Fellow in History

University of Warwick

September 2006–August 2009

• Led seminars and lectures on early modern European history, achieving high levels of student engagement and a 15% increase in course satisfaction scores.
• Collaborated with colleagues to design a new module on the European Enlightenment, which became one of the most popular history courses at the university.
• Served as an academic advisor to undergraduate students, helping them navigate their academic and career paths.

Education

PhD in History

University of Cambridge

September 2002–June 2006

MPhil in Early Modern History

University of Oxford

September 2001–June 2002

BA (Hons) History

University of Durham

September 1998–June 2001

Research Interests

• 19th-century European political movements
• Impact of the French Revolution on European societies
• Nationalism and identity in modern Europe

Skills

• Academic research and writing: Proficient in conducting in-depth research and producing high-quality publications in peer-reviewed journals, contributing to advancements in the field.
• Curriculum development: Skilled in designing and delivering innovative, research-informed courses tailored to undergraduate and postgraduate students.
• Student mentorship: Experienced in guiding and supporting students academically and professionally, fostering their growth and success in higher education.
• Public speaking and lecturing: Adept at delivering engaging, well-structured lectures and presentations to diverse audiences, promoting active learning and critical thinking.
• Grant writing and fundraising: Proficient in preparing compelling grant proposals and securing funding to support research projects and academic initiatives.

Professional Development

• “Advanced Research Methodologies in the Humanities” Workshop, 2022
• “Innovative Teaching Practices in Higher Education” Seminar, 2021

Publications

• “Nationalism and Identity in 19th-Century Europe,” European Historical Review, 2023
• The Age of Revolutions: A Textbook on 19th-Century European Political Movements, Routledge, 2021

Victoria Ellis

Head of Department

14 Windsor Avenue
London, SW19 4TT
07789 987 654

victoria.ellis@educatemail.co.uk

Personal Statement

Accomplished Head of Department with 18 years of experience in secondary education, specialising in Mathematics. Demonstrated success in leading a team of educators to improve student performance and engagement. Developed and implemented innovative teaching strategies that increased GCSE pass rates by 20%. Committed to fostering a collaborative and supportive learning environment that empowers both students and teachers.

Leadership Experience

Head of Mathematics Department

St. Paul’s Secondary School, London

September 2015–Present

• Led a team of 15 mathematics teachers, overseeing curriculum development and implementation across Key Stages 3, 4, and 5.
• Improved GCSE pass rates in Mathematics from 70% to 90% through targeted intervention programs and differentiated instruction.
• Introduced a peer-tutoring system that enhanced student collaboration and improved overall grades by 15%.
• Organized and led professional development workshops for staff on effective teaching practices and the integration of technology in the classroom.
• Established partnerships with local universities to provide advanced learning opportunities for high-achieving students, resulting in a 30% increase in A-level mathematics enrolments.

Deputy Head of Mathematics Department

Wimbledon High School, London

September 2010–August 2015

• Assisted in the management of the Mathematics Department, focusing on student performance tracking and intervention strategies.
• Developed a new assessment system that provided more accurate data on student progress, leading to better-targeted support and improved outcomes.
• Coordinated extracurricular mathematics competitions and clubs, increasing student participation in STEM-related activities by 40%.

Mathematics Teacher

Kingston Grammar School, Kingston upon Thames

September 2005–August 2010

• Taught Mathematics to KS3, KS4, and A-Level students, consistently achieving high pass rates and positive student feedback.
• Developed and piloted a new A-Level Mathematics module on Applied Mathematics, which was later adopted by the department.
• Acted as a mentor to newly qualified teachers, providing guidance on lesson planning and classroom management.

Education

MA in Education Leadership and Management

University College London (UCL)

September 2013–June 2015

PGCE in Secondary Mathematics, QTS

King’s College London

September 2004–June 2005

BSc (Hons) Mathematics

Imperial College London

September 2001–June 2004

Certifications

• National Professional Qualification for Senior Leadership (NPQSL), 2018
• Safeguarding Children in Education Level 3, 2020

Skills

• Departmental leadership: Skilled in managing and inspiring a team of educators, fostering collaboration, and driving the department's strategic vision to achieve academic excellence.
• Curriculum development and implementation: Experienced in designing, reviewing, and executing comprehensive curricula aligned with educational standards and school objectives.
• Data-driven instruction: Proficient in analysing student performance data to inform teaching practices, identify areas for improvement, and drive targeted interventions.
• Teacher training and development: Adept at mentoring and training teachers through workshops, classroom observations, and professional development programs to enhance instructional effectiveness.
• Student performance analysis: Skilled in evaluating assessment data to monitor progress, identify trends, and implement strategies that support individual and group achievement.

Professional Development

• “Advanced Pedagogical Techniques for STEM Educators” Course, 2021
• “Data Analytics in Education” Workshop, 2020

Extracurricular Activities

• Chair of the School’s STEM Club, 2016–Present
• Lead organizer of the Annual Mathematics Olympiad at St. Paul’s Secondary School

Passionate and dynamic Art & Design teacher with 7+ years of experience in delivering engaging and innovative lessons across Key Stage 3 and Key Stage 4, with class sizes of up to 31 students. Contributed to Clapham Academy achieving an ‘Outstanding’ Ofsted rating. Consistently recognized for excellence in lesson planning and delivery. Successfully guided several KS4 students to podium finishes in regional art competitions. Now seeking to embrace a new challenge in a more diverse and fast-paced inner-city school environment.

Art & Design Teacher

Clapham Academy, London

September 2017–Present

• Delivered the KS3 and KS4 national curriculum, including GCSE Art & Design, to classes of up to 31 students.
• Designed and implemented creative lesson plans that encouraged free expression at KS3, resulting in a 21% increase in students opting for Art & Design at the GCSE level.
• Engaged KS4 students through a mix of interactive group sessions and focused individual work, leading to a rise in A*-C grades from 72% to 91% in GCSE Art & Design.
• Collaborated with colleagues to support at-risk students, developing a program of break-time and after-school art sessions, leading to improved student engagement.
• Established consistent communication with parents through the school portal, contributing to a 35% reduction in student absences.
• Negotiated a significant discount on bulk drawing tablet purchases and Adobe Photoshop licences, saving the school £3,500.
• Contributed to the school’s achievement of an ‘Outstanding’ Ofsted rating during this period.

Education

PGCE Art and Design, QTS, September 2014–June 2015

University College London (UCL)

BA Fine Art, September 2010–June 2013

Central Saint Martins, University of the Arts London

Based on over 6 million CVs created in our builder, we found out that*:

• Teachers usually create 2.1 pages-long CVs.
• The average number of skills added to a teacher’s CV is 7.
• The most popular skills for teachers are lesson planning, child-focused learning, child behaviour management, patient and caring attitude, and learning style assessment.
• The average work experience for teachers is 86 months.

*The data comes from a period of the last 12 months (August 2023-August 2024).

Skills

• Outdoor and experiential learning: Skilled in designing hands-on outdoor art experiences that inspire creativity and connect learning to real-world contexts.
• Creative lesson planning: Proficient in crafting innovative and engaging art lessons that cater to diverse student needs and encourage exploration.
• Digital art and technology integration: Experienced in leveraging digital tools and software to enhance artistic techniques and integrate modern technology into the classroom.
• Conflict resolution: Adept at fostering a collaborative and supportive environment by effectively resolving conflicts and promoting positive interactions.
• Classroom management and engagement: Skilled in maintaining an organized, dynamic, and inclusive classroom that fosters participation and enthusiasm for learning.

Volunteering

• Volunteer Carer — Eames Home for the Blind — (2014-2018) 

Languages

• Urdu (Intermediate)
• French (Basic)