Teacher CV Examples (2026)
Updated 14 July 2026
A strong teacher CV must prove eligibility and impact within seconds. Headteachers and local-authority panels shortlist by matching QTS, key stage, and subject specialism to timetable gaps, then score candidates against the person specification using evidence of pupil outcomes. This guide shows you how to write a teacher CV that passes the initial scan and demonstrates the Teachers' Standards through quantified classroom results.
Teacher CV examples
Early Career Teacher (ECT)
entryForegrounds QTS and ITT placements as core experience, with concrete classroom impact metrics and safeguarding credentials.
Primary Teacher (KS2 Specialist)
midShows curriculum leadership, quantified pupil outcomes, and wider contribution through clubs and pastoral duties.
Senior Secondary Teacher & Head of Department
seniorDemonstrates leadership at scale, GCSE and A-Level results improvement, mentoring of ECTs, and whole-school curriculum development.
How to write a teacher CV
Format and length
Keep your teacher CV to two A4 pages maximum. Use reverse-chronological order: personal statement at the top, then experience, education, skills, and additional sections. For Early Career Teachers and trainees, flip the order and lead with education (your ITT route and QTS) before employment history, because your training placements are your core teaching experience.
Personal statement
Open with your QTS status, ITT route (PGCE, School Direct, SCITT, or undergraduate), key stages, and subject specialism in the first sentence. Follow with one or two concrete examples of classroom impact, citing metrics where possible, and close by referencing the school's ethos if tailoring your application. Avoid generic openers like "I have always wanted to be a teacher", headteachers need evidence, not aspiration.
Experience
For each role, state the year groups taught, subjects covered, and the type of school (mainstream, academy, special). Write 3–4 achievement bullets per position, each quantifying impact on pupil outcomes, behaviour, or attainment. Use the result-plus-metric pattern: "Raised Year 6 SATs maths results by 24%" beats "Responsible for teaching maths." Include your assessment approach (AfL, formative/summative), differentiation for SEND and EAL learners, and any curriculum or pastoral responsibilities.
Skills
List the National Curriculum, EYFS (if relevant), and the specific key stages you teach. Name any schemes or frameworks you use (Read Write Inc., White Rose Maths, AfL strategies). Include behaviour-management approaches, SEND/EAL support strategies, and the EdTech tools you rely on (Google Classroom, Seesaw, SIMS). This is where you signal you can step into the timetable with minimal onboarding.
Education and certifications
Lead with your QTS and ITT qualification, stating the route and year awarded. Follow with your undergraduate degree and any postgraduate study. In a separate Achievements section, list safeguarding credentials (KCSIE training, Prevent duty, enhanced DBS), any Designated Safeguarding Lead training, and relevant CPD or leadership qualifications (NPQML, NPQSL).
Wider contribution
UK schools weigh "contribution to school life" heavily. Include extracurricular clubs, sports coaching, trips, form-tutor or pastoral duties, and any mentoring or leadership responsibilities. This section distinguishes otherwise-similar candidates and shows you understand that teaching extends beyond the classroom.
| Section | What to include |
|---|---|
| Personal statement | QTS, ITT route, key stages, subject, one or two impact examples with metrics |
| Experience | Year groups, subjects, school type, 3–4 quantified achievement bullets, assessment/SEND strategies |
| Skills | National Curriculum, key stages, schemes (e.g. Read Write Inc.), behaviour/SEND approaches, EdTech |
| Education | QTS/ITT first, then degrees in reverse-chronological order |
| Achievements | Safeguarding (KCSIE, Prevent, DBS), DSL training, leadership qualifications |
| Additional | Extracurricular clubs, pastoral duties, trips, mentoring, volunteering |
References
Provide a professional reference from a current or recent Headteacher or your ITT mentor. Schools always seek a leadership reference, so make it easy for them to verify your teaching record.
Personal statement examples
Secondary science teacher with QTS (PGCE route) specialising in biology, teaching KS3, KS4, and KS5. Raised GCSE combined science pass rates by 31% and A-Level biology grades by 28% through targeted intervention and revised schemes of work. Experienced Head of Department leading a team of 12 teachers, mentoring ECTs, and driving whole-school improvement. Committed to inclusive practice and safeguarding, with DSL training and a track record of closing attainment gaps for Pupil Premium and SEND learners. Drawn to your school's focus on science capital and community engagement, and eager to contribute to your Outstanding Ofsted rating.
I have always wanted to be a teacher because I enjoy working with children and helping them learn. I am a hard-working and enthusiastic person with a passion for science. I am looking for a role where I can use my skills and grow as a teacher. I am a good team player and I believe I would be a great fit for your school.
Writing your experience
The result-plus-metric pattern
Headteachers shortlist by scoring evidence against the person specification. Every bullet should show what you did and the measurable impact it had on pupils. The formula: action verb + specific task + quantified outcome.
Weak: Responsible for teaching Year 6 maths and preparing pupils for SATs.
Strong: Taught Year 6 maths to a class of 32, raising SATs pass rate from 65% to 89% through daily targeted intervention and mastery approaches.
Weak: Managed behaviour and maintained a positive classroom environment.
Strong: Reduced low-level disruption by 35% by implementing a restorative behaviour system, improving on-task time and lesson pace.
Weak: Supported pupils with SEND and EAL needs.
Strong: Differentiated resources for 8 SEND pupils, ensuring all met individual IEP targets and achieved expected progress in end-of-year assessments.
Role-specific action verbs
Use verbs that reflect teaching practice and the Teachers' Standards: taught, raised, improved, delivered, planned, assessed, differentiated, implemented, led, mentored, coordinated, introduced, supported, achieved, reduced.
What to include in each bullet
| Element | Example |
|---|---|
| Year group / key stage | Year 4, KS3, Year 10 GCSE |
| Subject or curriculum area | Literacy, combined science, EYFS |
| Class size or cohort | Class of 30, group of 15, 600 pupils |
| Action taken | Delivered daily phonics, introduced mastery maths, led whole-school moderation |
| Quantified outcome | Raised reading scores by 18%, improved pass rate from 68% to 91%, reduced exclusions by 40% |
Beyond the classroom
Include pastoral, extracurricular, and leadership responsibilities in your bullets. Examples: "Served as form tutor for Year 6, managing attendance and pastoral issues for 28 pupils" or "Led after-school maths club for 18 pupils, providing targeted support and raising attainment for lower-attaining groups." These show you contribute to the wider life of the school, a key shortlisting criterion.
Key skills & ATS keywords
Hard skills
Soft skills
ATS keywords
Education & certifications
How to present your qualifications
Lead with your QTS and the ITT route that earned it: PGCE, School Direct, SCITT, or undergraduate QTS. State the year awarded and the phase or subject specialism (Primary, Secondary Science, etc.). If you trained abroad, note your UK QTS recognition or equivalency.
Follow with your undergraduate degree and any postgraduate study in reverse-chronological order. Include your degree classification (First, 2:1, 2:2) and any relevant modules or dissertation topics that relate to teaching.
Certifications that matter
UK schools expect to see safeguarding credentials front and center. List these in a separate Achievements or Certifications section:
- Safeguarding and Child Protection (KCSIE 2025 or current year)
- Prevent Duty Awareness (Home Office)
- Enhanced DBS Check (state "current" and the year of issue)
- Designated Safeguarding Lead (DSL) Training (if held)
If you hold leadership qualifications, include them here too: NPQML (Middle Leadership), NPQSL (Senior Leadership), NPQH (Headship), or NPQEL (Executive Leadership). These signal ambition and readiness for promoted posts.
Early Career Teachers and trainees
For ECTs and those still in training, your ITT programme is your headline qualification. Lead your Education section with it, and provide detail: the universities or schools involved, the placements completed, the key stages and subjects taught, and the date QTS was awarded (or "Expected July 2026" if in progress). Your training placements should appear in the Experience section as full entries, not footnotes.
Example layout
PGCE Primary Education (QTS), University of Manchester, 2020–2021
- Awarded QTS in July 2021, meeting all Teachers' Standards
- Placements in KS1 and KS2, including a 'Good' Ofsted-rated academy
- Specialism in early reading and phonics
Bachelor of Arts (Honours), English Literature, University of Leeds, 2017–2020
- First Class Honours (1:1)
- Modules included children's literature, language development, creative writing
Common mistakes to avoid
Burying QTS and key-stage information in the Education section instead of leading with it in the personal statement.
State your QTS, ITT route, key stages, and subject specialism in the opening sentence of your personal statement. Headteachers need to confirm eligibility within seconds.
Writing duty-based bullets like 'Responsible for teaching Year 5 maths' instead of quantifying impact.
Rewrite every bullet to show the outcome: 'Taught Year 5 maths, raising end-of-year attainment by 16% through daily mastery sessions and targeted intervention.'
Using a generic personal statement for every application, with no reference to the specific school's ethos or values.
Tailor your statement to each school by referencing its website, Ofsted report, or mission statement. Panels read generic statements as a lack of genuine interest.
Omitting safeguarding credentials (KCSIE training, Prevent, DBS) or leaving them vague.
List safeguarding qualifications explicitly in an Achievements section, with the issuer and year. Safeguarding is non-negotiable and its presence reassures headteachers at the screening stage.
Failing to include extracurricular or pastoral contribution, treating teaching as a 9-to-3 job.
Add a section for clubs, trips, form-tutor duties, sports coaching, or mentoring. UK schools weigh 'wider contribution to school life' heavily when shortlisting.
Listing skills as generic soft skills ('good communicator', 'team player') instead of curriculum frameworks and teaching tools.
Name the National Curriculum, key stages, schemes (Read Write Inc., White Rose Maths), behaviour strategies, and EdTech platforms you use. This is what headteachers scan for to assess readiness.
Junior vs senior: what changes
| Aspect | Junior | Senior |
|---|---|---|
| Personal statement | Leads with QTS, ITT route, and training placements; emphasises readiness to meet the Teachers' Standards and eagerness to learn. | Leads with years of experience, leadership roles (Head of Department, subject lead), and quantified whole-school impact (exam results, Ofsted, staff development). |
| Experience bullets | Focus on classroom practice: lesson delivery, behaviour management, differentiation for SEND/EAL, and small-scale impact (e.g., 'Raised reading scores in my Year 2 class by 18%'). | Focus on leadership and scale: departmental strategy, staff line management, whole-school data, Ofsted preparation, and multi-year trends (e.g., 'Raised GCSE pass rates by 31% over four years'). |
| Skills section | National Curriculum, key stages taught, basic AfL and differentiation, behaviour management, safeguarding training, and common EdTech tools. | All of the above plus curriculum design, staff CPD delivery, data analysis and target-setting, exam-board liaison, Ofsted self-evaluation, and leadership qualifications (NPQML, NPQSL). |
| Achievements and certifications | QTS, safeguarding (KCSIE, Prevent, DBS), and any subject-specific CPD completed during ITT or NQT/ECT years. | All safeguarding credentials plus DSL training, leadership qualifications (NPQs), awards (e.g., Outstanding Teacher), and evidence of external recognition (STEM Ambassador, exam-board moderator). |
| Wider contribution | Running a small club, assisting with a trip, or supporting a pastoral initiative as directed by a more senior colleague. | Leading whole-school initiatives (Duke of Edinburgh, house system), coordinating trips or events, mentoring multiple ECTs, and contributing to governance or trust-wide projects. |
| References | ITT mentor or placement-school headteacher; may include a university tutor if very recently qualified. | Current headteacher and a previous headteacher or senior leader; references emphasise leadership, strategic impact, and readiness for promotion. |