This personal statement outlines the teacher's experience and qualifications. Some key points: - The teacher has adapted well to the British curriculum and helped improve their school from "Requires Improvement" to "Outstanding". - They create engaging lesson plans and resources that motivate students and support other teachers. - Building positive relationships with students, parents, volunteers, and staff helps identify student needs and improves outcomes. - Feedback shows the teacher is well-organized, maintains high standards, and ensures all students make progress. - They continue developing professionally through training, research, and collaborating with colleagues.

1. Personal Statement
Since beginning my teaching career, only three years ago, I have faced many challenges which
have moulded me into the enthusiastic, innovative and resilient classroom teacher I am today.
When I first arrived in the United Kingdom, I had to quickly come to grips with the British
Curriculum, so that I could provide the children in my care with good quality learning experiences.
Through hard work and perseverance, I was able to adapt my practice and was therefore lucky
enough to be part of an incredible staff team, who were able to take Cleveland Junior school from
‘Requires Improvement’ (Ofsted September 2013) to ‘Outstanding’ (November 2014). As my
personal statement will show, I continually refine my practise, so that it is centred on providing the
children in the community with high-quality, enjoyable and educational experiences across the
curriculum, thereby driving the school forward.
Ever since my arrival at Cleveland Junior School, I have collaborated with staff to create engaging
and well-resourced medium term plans which motivate learners and positively impacts student
progress. A prime example of this, was the beginning of this year, when we created an Iron Man in
the middle of the hall, capturing the attention of all the children and generating fantastic dialogue
between the teacher and students. Further to this, I have been privileged enough to support other
teachers (in different year groups) by giving guidance on planning and providing ideas to ensure
that as a school we provide children with the best; by that I mean the most engaging, creative and
authentic learning experiences.
Like many teachers, I recognize that in order to achieve the best outcomes for the children it is
imperative to have positive relationships with children, parents and other staff. I have done this by
sharing resources, experiences and expertise with my team members during team meetings and
planning. In doing this, I support the team so that we identify areas of strength and weakness in
the children’s understanding and plan learning to support them. This benefit the children in the
year group, because we improve their understanding of content, thus focusing on their needs.
Thereby, it also allows us (the teachers) to continue to build relationships with the children, as we
show that we understand the children we work with. Collaboration as a team has also resulted in
improved programs and activities that differentiate the curriculum to suit the different learning
needs of the children. By marking together and discussing marking outcomes, we as a team also
ensure greater consistency in expectations of the children.
To support the children in our community, I have also built positive relationships with volunteers as
well as support staff and parents. In the past, I have done this as a school club, through which we
invite parents to read with their children and engage parents in discussion about how to read with
their children. This was a very positive experience for both parents and children, and we would
normally have 5 parents attending. As well as this, I supported a volunteer in my classroom, who
by the end of the year contemplated becoming a teaching assistant. Further to this, I regularly
work with support staff in the school and have built very positive relationships with them, which
allows them to also share their insight and experiences with me. By communicating respectfully
with each other it has allowed us to improve the outcomes for the children in our school and
classroom together.
Feedback from other teachers and lesson observations, regularly indicate that I am a well
organised teacher who is able to cope with changing deadlines. It has been commented on by
members of staff that my planning is done well in advance, which then allows me to communicate
the plans and expectations of the lesson to support staff. By keeping organised and
communicating expectations to others, I also ensure that the children are provided with the best
learning outcomes, as everyone is working towards the same outcomes.
Last year, I was lucky enough to be observed by an OFSTED inspector, who described my
lessons as highly engaging, whilst maintaining high standards and outcomes for all the children in
the class. This can be attributed to me providing an environment centered on student learning by

2. utilizing a wide variety of teaching and learning experiences with appropriate resources to
guarantee all children make good progress, as shown by the 4 points of progress all the children in
my class made. The level of confidence I instill in my pupils has also been positively recognized,
as the inspector noted that the children I taught were not afraid to make mistakes but rather saw
failure as a learning opportunity. Thereby demonstrating that I ensure lesson material is accessible
to all children, especially for those who require extra guidance in lessons.
Feedback from lesson observations has also shown that I have an excellent understanding of the
K-6 Syllabus documents. By using these documents to program and implement lessons that
develop deep level of knowledge and understanding, result in the accomplishment of high learning
targets. Understanding the curriculum allows me to deliver lessons in a creative and interactive
way, as well as enabling me to differentiate effectively for the children in my classroom, ensuring
that all the needs of the children in my class are met.
My experience demonstrates that I am well qualified to effectively integrate and use technology
across all curriculum areas. During my time at Cleveland Junior school I have supported other
teachers with technical support, for example I helped teachers navigate the new interactive
whiteboard software when it was first introduced to the school. Additionally, I integrate technology
into various areas of the curriculum like History and English planning, when relevant. For example,
I recently used Puppetpals to engage the students in an English writing task. Further to this, the
subject leader of computing technology has also complemented me on my creation of rubrics to
manage and monitor progress in ICT, which mean I am not only competent in using technology to
aid my role, but I am also competent in assessing and using ICT on a regular basis.
In my own teaching practice, I have experimented with new pedagogical approaches to planning,
teaching, learning and assessment. I have conducted reading research trials with both quantitative
analysis of data and qualitative assessment through conversations and self-reflection by pupils.
This experience proved extremely valuable as a learning experience for me to embark on to
improve progress in my children’s reading.
I have a great desire to continue to grow professionally through professional development
initiatives and have always valued further training provided by the school. Earlier this year, I
worked closely with two other colleagues to conduct a series of lesson studies to improve and
develop my pedagogical practices. This has been a great opportunity for me to learn from other
practitioners, reflect upon and adapt my own practice, and consider children’s views of their own
learning experiences. While conducting this research, it was helpful to plan as a team, because it
allowed us to use research to drive our enquiry forward and it allowed us to reflect and refine our
own practice. I have demonstrated a capacity to reflect critically on my teaching, use the feedback
from teachers, peers and the students in my classroom to adjust my practice, so that I can
determine how to best meet the needs of my students. I really enjoyed this opportunity, as I am
always looking for new ways and ideas to assimilate into my own practice. Developing
professionally is very important to me, so with some of my peers I have formed a learning
community, where we read scholarly articles and discuss how we can resolve issues
Trying out new ideas and stretching my own as well as the children’s potential is the most
satisfying part of my work. This is because I am passionate as well as committed to the education
of the children in my care. By hiring me you ensure that children receive engaging and exciting
lessons that motivate them to learn and make progress.