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Teacher Interview: Tell me more about your teaching experience – Sample answers & More

Experience. Everybody needs to get it somewhere, in a teaching job. Yet in almost every interview in education, they will ask you about your experience in the field. As if you were born with ten years of teaching experience already , or perhaps worked as a teacher in one of your past lives (should you believe in reincarnation). Regardless of whether this question makes sense or not (and in many cases it does not make sense), you will have to deal with it in your interview. So, what does the school principal, or whoever leads the interview with you want to hear from you?

First of all, that you have some experience. Perhaps you taught as a part of your college studies . Or you gave private classes to younger students , in your favorite subject, a subject you excel in. What I try to convey here is that you do not have to work as a teacher to gain teaching experience. In a true sense of a word, we are all teachers . Thinking about raising children for example. No doubt you try to teach them how to behave, how to act towards the others, how to be happy in life, and many other things (such as how to go the toilet, eat food on their own, etc). Do not hesitate to mention such teaching experience should you miss any other…

And secondly, they want to hear enthusiasm in your voice , feel your love for teaching. No doubt teaching isn’t an easy profession , especially nowadays. And no doubt you had your share of problems, challenges you faced with your students. Nevertheless, the positives outweigh the negatives , and you see a meaningful purpose in your teaching role. Let’s have a look at 7 sample answers to this interesting question.

7 sample answers to “Tell me more about your teaching experience” interview question

  • I’ve been teaching for seven years . Four years at elementary school, and three years at secondary school. Learned a lot along the way, especially what teaching methods work best with various classes and subjects , but also how to deal with problems with discipline , something every teacher faces in this district. I will be honest with you–it wasn’t always an easy ride, and I experienced a few really bad days, days when I considered quitting teaching . But luckily I’ve never done that, because when I look at the bigger picture, and all the good things that happened with the students, I still see teaching as my mission , and as a dream job to have.
  • I’ve worked as a Montessori teacher for a year . It was a great experience, and allowed me to experiment with unorthodox teaching methods, something I’d love to apply also in mainstream education–at least to some extent. Teaching by playing , putting emphasis on communication and creativity, I really feel it is the best we can do for the children , to help them develop their full potential. It is the only experience I have so far, but at the same time I believe my education, and all the courses I went to, prepared me for the role of a teacher at an elementary school.

Special Tip: This is just one question you may face while trying to get a job of a teacher, and to be honest, it isn’t the most difficult one . If you want to learn how to answer the really tricky questions , and actually practice your answers and get immediate feedback from a life-like AI interview coach , check out this practice page on our partner website, Real Mock Interviews . Just enter your email, pick one of the interview questions for teachers, and start practicing FOR FREE . It’s fun and you’ll thank me later :).

  • This is my first job application , but it doesn’t mean I have no experience with teaching. Since I have always excelled in Math–something many people struggle with, I was earning some extra cash giving private lessons to my classmates at the college. The most important thing I learned during this teaching experience is that individual approach is the key . And I’d love to benefit from this in my first real teaching job, ideally with your school. I cannot wait to get to know the students, and try to help them reach their full potential, and also to enjoy their time at school!
  • It may look like I worked only in retail for the past 12 years, but I want to ensure you that as a mother of three, I have had my share of teaching experience . You love your children, but you also want them to become good citizens, and also to teach them many skills so they can do activities without you. And now I do not talk only about bathroom duties. It is also about preparing basic meals, learning to ride a bicycle, taking care of a dog, and other things. I taught my children all these skills and believe I did a good job as their “teacher”. Now, when I feel I am too old to work in sales, I’d like to finally benefit from my French skills, and become a French teacher . And while I never taught anyone French language before, I had great teachers myself, and can benefit from everything I learned from them , from our lessons.
  • My teaching experience is mostly from the corporate sphere . Working as a training specialist, I helped new hires learn how to work with the information system we used in the company , and also to ease into their new role. Over the years I worked with all kinds of personalities , and believe to know how to work with adults, how to teach them, which is one of the main reasons why I apply for this job with you. If I should characterize my teaching experience in three words only, I’d call it extensive and eye-opening .
  • The only experience I have comes from the obligatory 180 hours we had to teach in the last year at the University. I was assisting teachers in different classes, mostly in History and Geography. And I learned a few important things during this experience. First of all, that we should not idealize our job . Regardless of how hard we try, some students won’t pay attention, and some students will fail to pass the exams. It is how it is, and we have to focus on effort, instead of on results we achieve with the students. Secondly, that I really love this job , and want to teach for years on end, ideally at a high school level. And last but not least, that students have higher expectations nowadays , and unless we want to face problems with attention and discipline, we have to mix it up with innovative teaching methods, and cannot rely on lecturing only.
  • I’ve never taught anywhere , but I’ve studied at so many schools and language institutes, and had so many different teachers in life…. And since I am a great observer, I believe I learned how to teach effectively from a position of a student. I saw what worked, and what didn’t in the classes. How the student reacted, including me, when we learned the most, and when we didn’t learn anything. I know it is a bit unorthodox preparation for the role of a teacher. At the same time though, I am ready to prove my words in the job , and I am sure neither you nor the students will be disappointed with me as a teacher…

Ready to answer this one? I hope so! Do not forget to check also 7 sample answers to other tricky questions you may face in your teaching interview :

  • Tell me about yourself – teacher interview.
  • What are your strengths and weaknesses as a teacher?
  • Teacher interview – Where do you see yourself in 5 years from now?
  • Why do you want to be a teacher?
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How to get the work experience you need to teach in a primary or secondary school

Chloe Evans

Last updated: 9 Oct 2023, 09:53

Find out about the expectations of teacher training providers when it comes to getting primary and secondary school experience.

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Training providers want to know that you have the skills and motivation to teach. You will usually be required to show you have work experience with children of the relevant age – preferably in a primary or secondary school environment.

What teaching work experience in schools do I need?

Getting classroom experience will help to confirm that teaching is the right career for you. Schools should be able to give you the opportunity to observe classroom teaching and pastoral work. Some providers may stipulate a minimum period of classroom experience, but it is always worth checking to get an up-to-date understanding of what is required.

If you're not able to complete the experience quickly, don't delay sending your application - but state in the application that you have experience arranged in the near future.

How do I approach primary and secondary schools to get work experience?

Use your contacts through family and friends. You can also contact schools directly to ask for work experience, observe classes or shadow teachers. Research where you could apply at Get Information about Schools .

You may be requested to obtain a DBS check.

What are other ways to get the work experience I need to teach?

Work experience in schools is popular and it may take time to arrange a placement, so try to plan in advance. Although you can approach schools speculatively (for example by writing to a local school asking for work experience), there are also a number of formal schemes which can help:

  • Get School Experience service (England only) : This is a programme for students and graduates interested in gaining experience in the classroom. School placements that range from one day to three weeks are available in all subjects (at secondary and primary levels) to those planning to apply for teacher training courses in the current cycle. You can apply online for the Get School Experience service.
  • Paid teaching internship programme (England only) : This offers a three week internship in a school paying £300 per week in June/July. It is only available in certain subjects and in 2023 they were: chemistry, computing, maths, physics and languages. Applications for 2023 are now closed. Applications for summer 2024 will open in early 2024 and information on applicable subjects will be released then too.
  • Undergraduate Ambassadors Scheme (UAS) : If you are a mathematics, science, technology or engineering undergraduate, your department may offer a classroom-based module. This would involve spending 3-4 hours per week working in school for around ten weeks. You will get credit that counts towards your degree while also gaining valuable classroom experience. There are currently participating universities in England, Scotland and Wales.
  • STEM ambassadors : It may also be possible for students of mathematics, science, technology or engineering to become STEM ambassadors. This involves enthusing school students about these subjects and the careers they open up.
  • Taster courses and open days : These are organised by schools, universities and others (such as Teach First) to provide an insight into teaching and teacher training. Taster courses tend to be targeted at shortage subjects or candidates from under-represented groups.
  • Paid work : You may be able to obtain paid work in schools as a cover supervisor, teaching assistant, laboratory technician or learning mentor, for example. These posts are usually advertised on local authority websites or through recruitment agencies.
  • Voluntary work : Most local authorities run schemes for voluntary mentors to work with pupils on a one-to-one basis - contact your local authority for more information. Many universities work closely with local schools to encourage pupils to consider higher education.

For advice on alternative ways to gain work experience for teacher training, take a look at our article becoming a mentor .

Tips for work experience in primary and secondary schools

  • Keep a diary of any work experience you do. This will be invaluable when it comes to writing your applications or preparing for interviews. Record the key skills you have gained doing your work experience; such as communication, leadership, presenting and organisational skills.
  • Write notes about anything that you experience. For example, if a lesson did not work - think about how you would do it differently.
  • Think about classroom control, different teaching styles and effective uses of technology.

Written by Chloe Evans, Cardiff University, July 2023

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  • Resume Examples

Elementary School Teacher Resume Examples for 2024

Christian Eilers, CPRW

Our customers have been hired by:

You’re about to write an elementary teacher resume that gets the primary school job. You’ll teach kids how to write. Educate them on history. Prepare them for their teenage years.

You’re a modern-day superhero. But first, you need a resume that scores an A+ on the principal’s report card.

This elementary teacher resume guide will show you:

  • Elementary teaching resume examples better than 9 out of 10 other resumes.
  • How to write middle school teacher resumes that get more interviews.
  • Tips on how to put skills and achievements on a primary school teacher resume.
  • How to describe your experience to get any teaching jobs you want.

Want to save time and have your resume ready in 5 minutes? Try our resume builder. It’s fast and easy to use. Plus, you’ll get ready-made content to add with one click. See 20+ resume templates and create your resume here .

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This article has been reviewed by our editorial team to make sure it follows Zety's editorial guidelines . We’re committed to sharing our expertise and giving you trustworthy career advice tailored to your needs. High-quality content is what brings over 40 million readers to our site every year. But we don't stop there. Our team conducts original research to understand the job market better, and we pride ourselves on being quoted by top universities and prime media outlets from around the world.

  • https://www.bls.gov/ooh/education-training-and-library/kindergarten-and-elementary-school-teachers.htm
  • http://www.highered.nysed.gov/tcert/certificate/teachrecommend.html
  • https://www.nbpts.org/national-board-certification/
  • https://www2.ed.gov/teachers/jobs/reqs/edpicks.jhtml

Christian Eilers, CPRW

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Work experience in teaching

Claire Farrugia

Last updated: 22 Jun 2023, 13:22

There are many ways to get work teaching work experience, including lecturing while a postgraduate student or working as a sub.

Gaining teaching work experience as a graduate

No matter how you gather experience in your chosen teaching profession it will be of value to your career. There are a number of ways to acquire work experience in teaching:

  • Part of your course of study while training as a primary or secondary teacher.
  • Lecturing experience while studying for a Masters or PhD or doing postdoctoral research.
  • Substitution experience – some people do this before taking a teaching diploma.

After you qualify

Getting experience in a teaching role after you qualify is an important first step in a teaching or lecturing career. This may be the first time you have a variety of subjects to teach to classes of varying levels at various stages of study. It may take a year or two as a full-time educator to build your foundation of resources and preferred teaching strategies. You will add to these tools year after year.

During the early stages of your career in education, getting involved in a wide range of tasks is a good idea. It will give you a full picture of the life of a teacher and will also help you build an impressive CV that you can use to secure more long-term positions.

Skills gained from teaching experience

Writing good lesson plans and achievable learning objectives, managing discipline in a classroom and writing high quality examination papers and marking schemes are just some of the skills you will develop during training and in the early stages of your teaching career. You will improve upon and develop these teaching skills throughout your career.

Apart from gathering experience directly relevant to the classroom/lecture hall you will also get experience in tasks such as supervision, team meetings, departmental meetings, and may be involved in organising or helping with class excursions, progress meetings and report writing. Writing new syllabi and practical manuals are tasks typically carried out by lecturers and look very impressive on an educator’s CV.

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Primary School Teacher Resume Examples

Writing a primary school teacher resume can be a challenging and time-consuming task. From gathering all the relevant information to ensuring that your qualifications and experience are accurately presented, there is a lot to consider when crafting the perfect primary school teacher resume. But with the right guidance and tips, you can make sure your primary school teacher resume stands out from the crowd and shows off your talents and experience. This guide will provide you with valuable advice and examples to help you create a professional, effective, and impressive primary school teacher resume.

If you didn’t find what you were looking for, be sure to check out our complete library of resume examples .

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Primary School Teacher

123 Main Street | Anytown, USA 99999 | Phone: (123) 456-7890 | Email: [email protected]

I am an enthusiastic and motivated primary school teacher with 5+ years of experience in providing high- quality education to elementary school students from diverse backgrounds. My teaching methods focus on developing critical thinking and problem- solving skills, while encouraging students to become independent, confident learners. I have a strong commitment to the well- being of my students and strive to create a positive learning environment in my classroom.

Core Skills :

  • Strong interpersonal and communication skills
  • Proficiency in teaching core subject areas
  • Effective classroom management
  • Demonstrated ability to use modern technology in the classroom
  • Compassionate and patient with all students
  • Excellent problem- solving and organizational skills

Professional Experience :

  • Designed and implemented lesson plans to meet the needs of the students in a diverse learning environment
  • Utilized modern technology, such as interactive whiteboards and computers, to enhance student engagement
  • Collaborated with students, parents, and other teachers to ensure the best learning experience possible
  • Conducted assessments to ensure student progress and understanding
  • Provided additional support to students who needed assistance

Education :

  • Bachelor of Arts in Education , University of XYZ, 2021
  • Associate Degree in Elementary Education , XYZ Community College, 2018

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Primary School Teacher Resume with No Experience

Recent college graduate with a strong desire to become a primary school teacher. Possesses a Bachelor’s degree in Education and a passion for teaching young children. Seeking a teaching position that will allow me to utilize my education and skills to contribute to the development of students in a positive learning environment.

  • Excellent communication both verbal and written
  • Ability to multi- task and prioritize
  • Strong organizational skills
  • Passionate about teaching
  • Proficient in Microsoft Office Suite
  • Skilled in lesson plan development

Responsibilities

  • Develop and implement lesson plans that are age appropriate
  • Supervise and monitor students during classroom and independent activities
  • Utilize a variety of instructional techniques and approaches to meet the diverse needs of students
  • Facilitate a safe and supportive learning environment
  • Encourage and motivate students to reach their potential
  • Engage students in activities to promote critical thinking
  • Administer and grade tests to assess student progress

Experience 0 Years

Level Junior

Education Bachelor’s

Primary School Teacher Resume with 2 Years of Experience

My experience as a primary school teacher includes over 2 years of working with elementary- aged children. I specialize in creating interactive, engaging learning experiences and have a passion for classroom management. I have a knack for making lessons fun while still ensuring that students stay on task and remain focused. In addition to my experience, I also have excellent communication skills, a great attitude, and a willingness to go above and beyond what is expected of me. I am confident that I will be a great asset to any primary school.

  • Knowledge of elementary school curriculum
  • Classroom management techniques
  • Strong communication and organization skills
  • Excellent interpersonal and problem- solving abilities
  • Ability to create engaging, interactive learning experiences

Responsibilities :

  • Planning and delivering engaging lessons to primary school students
  • Assessing and grading student work
  • Providing feedback and support to students
  • Organizing and maintaining classroom materials
  • Maintaining accurate student records
  • Collaborating with other faculty members and administrators

Experience 2+ Years

Primary School Teacher Resume with 5 Years of Experience

A highly experienced, motivated and enthusiastic primary school teacher with 5 years of experience in delivering engaging and innovative lesson plans and providing students with a safe and secure learning environment. Possesses excellent organizational and communication skills, and an ability to build an effective rapport with students and their families.

  • Classroom Management
  • Lesson Planning
  • Curriculum Development
  • Behavior Management
  • Student Assessment
  • Technology Integration
  • Collaborative Learning
  • Differentiated Instruction
  • Developed and implemented engaging lesson plans that meet curriculum objectives
  • Monitored and assessed student progress, providing appropriate feedback and guidance
  • Encouraged active participation in class activities and discussions
  • Instructed students on specific topics, including subject- specific content
  • Created a safe and secure learning environment for students
  • Utilized technology to enhance instruction, such as interactive whiteboards and online learning tools
  • Collaborated with colleagues to plan and develop curriculum
  • Conducted parent/teacher conferences and supported family involvement
  • Developed and implemented behavior management plans
  • Provided feedback and grades on student assignments
  • Implemented differentiated instruction to meet the needs of individual students
  • Assisted in the coordination of student field trips and other extracurricular activities

Experience 5+ Years

Level Senior

Primary School Teacher Resume with 7 Years of Experience

As an experienced primary school teacher with over seven years of teaching experience, I have a wealth of knowledge and understanding of the primary school curriculum, learning styles and classroom management. I have a proven track record of successfully engaging students in the classroom and creating a positive learning environment. I have also developed excellent communication and teamwork skills, with the ability to collaborate with colleagues, parents and external stakeholders. My creativity and enthusiasm for teaching makes me an ideal candidate for any primary school teaching role.

  • Instructional design and delivery
  • Classroom management
  • Curriculum development
  • Assessment and evaluation
  • Technology integration
  • Student counseling
  • Collaboration with colleagues
  • Developing, evaluating and revising curricula in response to student needs
  • Planning and delivering engaging and informative lessons
  • Creating and implementing testing methods to measure student progress
  • Establishing and maintaining appropriate classroom management
  • Communicating with parents, colleagues and other stakeholders
  • Supporting and guiding students in their learning journey
  • Encouraging student growth and offering individualized instruction
  • Utilizing various strategies for lesson delivery, such as lectures, discussions, demonstrations, projects and multimedia presentations.

Experience 7+ Years

Primary School Teacher Resume with 10 Years of Experience

A dedicated and committed Primary School Teacher with 10 years of teaching experience in providing quality educational experience to children. Possesses the ability to create and implement creative and engaging lesson plans to capture the attention of students. Additionally, has a proven track record of inspiring and motivating children to reach their learning goals.

  • Strong classroom management skills
  • Excellent knowledge of the primary school curriculum
  • Ability to create and implement engaging lesson plans
  • Exceptional communication and interpersonal skills
  • Knowledge of effective teaching methods
  • Able to monitor student performance and provide necessary support
  • Developing and delivering engaging lessons for students
  • Planning and conducting assessments to evaluate student performance
  • Assisting students in understanding the topics of their curriculum
  • Providing appropriate feedback and guidance on a regular basis
  • Maintaining efficient record keeping
  • Collaborating with other teachers, staff and administrators to ensure the best learning environment
  • Actively engaging with parents and guardians to communicate student progress

Experience 10+ Years

Level Senior Manager

Education Master’s

Primary School Teacher Resume with 15 Years of Experience

A highly experienced, motivated, and committed primary school teacher with 15 years of experience in an array of educational settings. Specializes in developing and implementing engaging, enriching, and age- appropriate educational programs. Experienced in teaching students from diverse backgrounds and fostering a safe, nurturing learning environment. Proven success in managing classrooms, developing lesson plans, and implementing innovative teaching methods. Flexible to meet the needs of the students and the school.

  • Instructional Design
  • Educational Leadership
  • Collaboration and Teamwork
  • Communication and Presentation
  • Assessment and Evaluation
  • Developing and implementing age- appropriate lesson plans
  • Establishing high standards and expectations for students
  • Acting as a mentor and role model for students
  • Collaborating with colleagues, parents, and school administrators
  • Maintaining accurate and up- to- date student records
  • Creating and implementing student assessments
  • Organizing extracurricular activities and field trips
  • Promoting a safe, welcoming, and positive classroom environment
  • Developing and enforcing classroom rules and procedures

Experience 15+ Years

Level Director

In addition to this, be sure to check out our resume templates , resume formats ,  cover letter examples ,  job description , and  career advice  pages for more helpful tips and advice.

What should be included in a Primary School Teacher resume?

A primary school teacher resume should include the following:

  • Personal information: This should include your name, address, contact information, and any other relevant personal information.
  • Education: Include any post-secondary degrees you have, as well as any relevant certifications or licenses.
  • Experience: List any teaching experience you have working with children, as well as any other related work experience.
  • Skills and Qualifications: List any special skills or qualifications you possess, such as working with special needs children or bilingual teaching.
  • Awards: List any awards or recognition you have received related to your teaching career.
  • References: Include at least three references who can speak to your character and teaching abilities.
  • Professional Associations: List any professional associations you are a part of and highlight any relevant committees or leadership positions you have held.

What is a good summary for a Primary School Teacher resume?

A primary school teacher resume should provide a summary of the candidate’s qualifications and experience. The summary should focus on the candidate’s experience in teaching primary school students, their expertise in curriculum development, and any specific areas of expertise such as math or reading. It should also highlight the candidate’s ability to work collaboratively with colleagues and to manage a classroom successfully. Finally, the summary should showcase the candidate’s enthusiasm and dedication to teaching, their commitment to creating a positive learning environment and their dedication to providing a quality education to all students.

What is a good objective for a Primary School Teacher resume?

Most employers look for primary school teachers who have a solid educational background and are passionate about teaching. When writing a resume for a primary school teaching job, it is important to have an objective that outlines the applicant’s experience, qualifications, and goals. Here are some examples of good objectives for a primary school teacher resume:

  • To obtain a position as a primary school teacher utilizing my extensive experience in providing quality education to elementary school students.
  • To obtain a position as a primary school teacher in which I can use my enthusiasm for teaching and my knowledge of modern teaching methods to help students reach their full academic potential.
  • To obtain a position as a primary school teacher in order to help students learn and grow in a positive learning environment.
  • To obtain a position as a primary school teacher that will enable me to provide a stimulating learning environment and build relationships with students, staff and parents.
  • To obtain a position as a primary school teacher that will allow me to use my organizational skills and attention to detail to create engaging lesson plans and activities.
  • To obtain a position as a primary school teacher where I can utilize my creativity and passion for teaching to inspire and enrich the lives of young students.

How do you list Primary School Teacher skills on a resume?

When crafting a resume for a primary school teaching position, it is important to include all of the skills necessary for the job. Primary school teachers must be versatile and able to handle student needs in a variety of areas. To successfully highlight your skills as a primary school teacher, consider the following strategies:

  • Include professional certifications or qualifications that demonstrate your proficiency in teaching primary school curriculum.
  • Describe your educational background, including any teaching or educational related degrees or courses you have taken.
  • Showcase your ability to develop positive relationships with students and their families.
  • Demonstrate your knowledge of classroom management strategies and your ability to create a positive learning environment.
  • Highlight your ability to evaluate student progress and adjust instruction accordingly.
  • Stress any experience you have facilitating group work, leading class discussions, and providing students with meaningful feedback.
  • List your experience in creating engaging lesson plans and enhancing student learning.
  • Emphasize your creative skills and ability to incorporate new ideas and technologies into the classroom.

By utilizing these strategies, you can effectively list your primary school teacher skills on your resume. Doing so will help you stand out to hiring managers and show them why you are the best candidate for the position.

What skills should I put on my resume for Primary School Teacher?

As a primary school teacher, you will be responsible for teaching, motivating and inspiring young children. Your resume should reflect your skill set to demonstrate the experience and qualifications needed to be successful in this role.

Here are some of the essential skills to include on your resume for a primary school teacher position:

  • Effective Communication: As a primary school teacher, you must be able to communicate effectively with students, parents, and colleagues. Make sure to highlight your written and verbal communication skills, as well as your ability to explain complex concepts in an age-appropriate manner.
  • Classroom Management: You should have strong classroom management skills to be a successful primary school teacher. This includes being able to keep students on task, maintain order, and manage challenging student behaviors.
  • Organization: Being organized is essential for a primary school teacher. You will be responsible for lesson planning and creating a curriculum, so make sure to emphasize your organizational skills.
  • Creativity: In order to engage young students, you will need to be creative and think outside the box. Demonstrating your creativity on your resume will show potential employers that you are capable of creating an engaging learning environment.
  • Patience: Young students often need extra guidance and patience. Be sure to emphasize your patience and ability to work with young people.
  • Knowledge of Curriculum: Highlight any prior experience you have with the curriculum. Showcasing your knowledge of the curriculum can demonstrate your teaching capabilities and commitment to student success.

By emphasizing these skills on your resume, you will be able to show potential employers that you are a qualified and experienced primary school teacher.

Key takeaways for an Primary School Teacher resume

When it comes to writing a standout primary school teacher resume, there are several key takeaways to keep in mind. From clear formatting and language to including the right information, primary school teacher resumes should demonstrate a passion for teaching and an ability to foster meaningful relationships with students. Here are some key tips to help you craft a primary school teacher resume that stands out above the rest:

  • Focus on Your Strengths: Primary school teachers should highlight their strongest teaching skills and traits. Include any special skills or unique experiences that make you an ideal candidate for the job.
  • Showcase Your Achievements: List any awards, publications or other accomplishments that demonstrate your commitment to education. This will help show employers that you are passionate about teaching and willing to go the extra mile.
  • Use Clear Formatting: Make sure your resume is well-organized and easy to read. Use a standard font and utilize bullet points to make important information stand out.
  • Include Technical Experience: Many primary school teachers are required to have experience using technology in the classroom. Be sure to list any knowledge you have of interactive learning tools or computer programs.
  • Demonstrate Your Relationship Building Skills: Primary school teaching requires strong relationship building abilities. Include any experiences that showcase your ability to cultivate meaningful relationships with students and parents.

By keeping these key tips in mind, primary school teachers can create standout resumes that will help them stand out in the job market. With a clear format and the right information, primary school teachers will be able to highlight their skills, achievements, and experience in the best possible light.

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  • Home: Explore careers

Primary school teacher

Alternative titles for this job include junior school teacher.

Primary school teachers are responsible for the educational, social and emotional development of children from age 5 to 11.

Average salary (a year)

£30,000 Starter

£47,000 Experienced

Typical hours (a week)

37 to 45 term time

You could work

evenings attending events or appointments

Toby is a key stage 1 primary school teacher.

A man in a suit and tie stood in front of a school building.

He had not considered teaching as a career until he worked with children as a summer job.

How to become

How to become a primary school teacher.

You can get into this job through:

  • a university course
  • an apprenticeship
  • working towards this role

Undergraduate degree

You can do an undergraduate degree that leads to qualified teacher status (QTS), for example:

  • Bachelor of Education (BEd)
  • Bachelor of Arts (BA) with QTS
  • Bachelor of Science (BSc) with QTS

Postgraduate certificate

If you already have a bachelor's degree without qualified teacher status, you can complete a postgraduate certificate in education (PGCE) . This can be done at university or through a training programme based in a school.

More teacher training options

There are more training options if you want to change career or specialise in teaching certain subjects.

Entry requirements

You'll usually need:

  • 5 GCSEs at grades 9 to 4 (A* to C), or equivalent, including English, maths and science
  • 2 to 3 A levels, or equivalent, for a degree
  • a degree in any subject for a postgraduate course

More Information

  • equivalent entry requirements
  • student finance for fees and living costs
  • university courses and entry requirements
  • funding for teacher training
  • postgraduate teacher training courses

Apprenticeship

You can do a degree level teaching apprenticeship if you have a degree and want to teach 5 to 11 year olds.

  • GCSEs at grades 9 to 4 (A* to C) in English and maths
  • GCSE science at grade 9 to 4 (A* to C) for primary school teaching
  • a degree for a teaching apprenticeship
  • postgraduate teaching apprenticeships
  • guide to apprenticeships

You could start as a teaching assistant and do a part time degree. You could then move onto a postgraduate teaching course to qualify as a teacher.

Volunteering

You'll find it helpful to get some experience of working with children, though this is not essential. 

You could volunteer at a school , help at an after school club or work on a holiday scheme.

Registration

  • you'll usually need qualified teacher status (QTS) to teach in a state school in England

Career tips

You can do a subject knowledge enhancement course to improve your understanding of the subject you want to teach.

You can also attend a Get Into Teaching event  before you apply to get advice about teaching, funding and the different training routes available. You can attend events in person and online.

Further information

You can discover more about how to become a teacher from Get Into Teaching .

You can also search for jobs through the Teaching Vacancies service.

What it takes

Skills and knowledge.

You'll need:

  • knowledge of teaching and the ability to design courses
  • sensitivity and understanding
  • the ability to create the best conditions for learning or teaching new things
  • the ability to work well with others
  • to be flexible and open to change
  • knowledge of English language
  • patience and the ability to remain calm in stressful situations
  • excellent verbal communication skills
  • to be able to use a computer and the main software packages competently

Restrictions and Requirements

You'll need to:

  • pass enhanced background checks

What you’ll do

What you'll do, day-to-day tasks.

In this role you could:

  • prepare teaching materials, set up the classroom and organise displays
  • plan and teach lessons and work with small groups of students
  • mark work and talk to parents and carers about their children's progress
  • manage the work of teaching assistants
  • follow safeguarding procedures and work with education psychologists and social workers
  • organise trips, after school clubs and sports events
  • work and attend meetings and training outside of usual working hours

Working environment

You could work at a school or at a pupil referral unit.

Your working environment may be physically and emotionally demanding.

Career path and progression

With experience you could:

  • become a special educational needs teacher or move into pastoral care
  • become a specialist leader of education  and support teachers in other schools
  • be a curriculum leader, deputy head or headteacher  
  • move into private tuition
  • teach overseas in an international school

Current opportunities

Apprenticeships in england, apprentice secondary school business/economics teacher.

  • Wage: £26,000.00 Annually
  • Location: Cheadle, Staffordshire

Apprentice Secondary School Maths Teacher

Courses in england, access to he diploma (teaching).

  • Provider: UNIVERSITY OF DERBY
  • Start date: 09 September 2024
  • Location: Derby
  • Provider: RIVERSIDE COLLEGE
  • Start date: 01 September 2024
  • Location: WIDNES

Jobs In the United Kingdom

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StandOut CV

Primary School Teacher CV example

Andrew Fennell photo

As a primary school teacher, you get to shape young minds and support your students as they develop a whole range of new skills and abilities.

But in order to land the job, you’ve first got to school the recruiter in what makes you such a great (and qualified) teacher, and an impressive CV is the way to do this.

But if you’re not sure where to start, we’re here to teach you a thing or two. Check out our detailed writing guide below, complete with a primary school teacher CV example.

CV templates 

Primary School Teacher CV example

Primary School Teacher CV 1

This is a good example of a Primary School Teacher CV which contains all of the information that a hiring manager will need to be impressed, and presents it in a well- structured, easy-to-read format.

Take some time to study and understand this CV, and refer to it throughout the writing of your own CV for best results.

CV builder

Primary School Teacher CV layout and format

The format and structure of your CV is important because it will determine how easy it is for recruiters and employers to read your CV.

If they can find the information they need quickly, they’ll be happy; but if they struggle, your application could be overlooked.

A simple and logical structure will always create a better reading experience than a complex structure, and with a few simple formatting tricks, you’ll be good to go.

How to write a CV

Tips for formatting your Primary School Teacher CV

  • Length: Recruiters will be immediately put off by lengthy CVs – with hundreds of applications to read through, they simply don’t have the time! Grabbing their attention with a short, snappy and highly relevant CV is far more likely to lead to success. Aim for two sides of A4 or less.
  • Readability : To help recruiters quickly skim through your CV, it’s important to format your section headings with bold or a different colour font and break up lengthy paragraphs into short sharp bullet points. This enables them to easily identify important information and assess your suitability.
  • Design: While it’s okay to add your own spin to your CV, avoid overdoing the design. If you go for something elaborate, you might end up frustrating recruiters who, above anything, value simplicity and clarity.
  • Photos: Headshot photos aren’t required in a CV by most employers, but some creative and artistic industries like to see them. If you decide to include one, make sure you look smart and professional in the picture.

Quick tip: Creating a professional CV style can be difficult and time-consuming when using Microsoft Word or Google Docs. To create a winning CV quickly, try our quick-and-easy CV Builder and use one of their eye-catching professional CV templates.

CV formatting tips

CV structure

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 you understand the basic layout of a CV, here’s what you should include in each section of yours.

Contact Details

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.

Primary School Teacher CV Profile

Recruiters read through countless applications every day.

If they don’t find what they’re looking for quickly, they’ll simply move onto the next one.

That’s what makes your CV profile (or personal statement , if you’re an entry-level/graduate candidate) so important.

This short and snappy summary sits at the top of your CV, and should give a high-level overview of why you’re a good match for the job.

This way, you can ensure that busy recruiters see your suitability from the outset, and so, feel your CV is worth their time.

CV profile

CV profile writing tips:

  • Make it short and sharp: Aim for a short, snappy paragraph of 3-5 lines. This is just enough room to showcase why you’d make the perfect hire, without going into excessive detail and overwhelming busy recruiters.
  • Tailor it: Not tailoring your profile (and the rest of your CV) to the role you’re applying for, is the worst CV mistake you could make. Before setting pen to paper, look over the job ad and make a note of the skills and experience required. Then, incorporate your findings throughout.
  • Don’t add an objective: You only have a small space for your CV profile, so avoid writing down your career goals or objectives. If you think these will help your application, incorporate them into your cover letter instead.
  • Avoid generic phrases: Cheesy clichès and generic phrases won’t impress recruiters, who read the same statements several times per day. Impress them with your skill-set, experience and accomplishments instead!

Example CV profile for Primary School Teacher

What to include in your primary school teacher cv profile.

  • Experience overview: Recruiters will want to know what type of companies you’ve worked for, industries you have knowledge of, and the type of work you’ve carried out in the past, so give them a summary of this in your profile.
  • Targeted skills: Highlight your skills which are most relevant to Primary School Teacher jobs, to ensure that recruiters see your most in-demand skills as soon as they open your CV.
  • Key qualifications: If the job postings require specific qualifications, it is essential to incorporate them in your profile to ensure visibility to hiring managers.

Quick tip: If you are finding it difficult to write an attention-grabbing CV profile, choose from hundreds of pre-written profiles across all industries, and add one to your CV with one click in our quick-and-easy CV Builder . All profiles are written by recruitment experts and easily tailored to suit your unique skillset.

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.

Core skills section CV

Important skills for your Primary School Teacher CV

Classroom management – Creating and maintaining a safe and positive classroom environment, managing student behaviour, and effectively communicating with parents and other stakeholders.

Curriculum design and implementation – Designing, planning, and delivering engaging and age-appropriate lessons aligned with national and local curriculum standards.

Differentiated instruction – Adapting teaching methods and materials to meet the diverse learning needs of students, including those with special educational needs.

Assessment and evaluation – Assessing student progress, identifying areas of need, and providing constructive feedback to students and parents.

Technological proficiency – Effectively incorporating technology into teaching and learning, including using online learning platforms and educational software.

Collaboration – Working collaboratively with colleagues, parents, and other stakeholders to support student learning and wellbeing.

Creative problem resolution – Identifying and addressing challenges in the classroom and developing creative solutions to support student learning.

Stakeholder communication – Communicating effectively with students, colleagues, parents, and other stakeholders, using a variety of communication methods and styles.

Quick tip: Our quick-and-easy CV Builder has thousands of in-demand skills for all industries and professions, that can be added to your CV in seconds – This will save you time and ensure you get noticed by recruiters.

Work experience section

Now that recruiters have a good overview of your skills and abilities, you need to jump into the detail of your career history.

Give them a more thorough insight into what you can do by creating a detailed list of your relevant experience.

Start with your current role, and work backwards through all the relevant positions you’ve held. This could be freelance, contract or voluntary work too; as long as it’s related to the role you’re applying for.

CV work experience

Structuring each job

Your work experience section will be long, so it’s important to structure it in a way which helps recruiters to quickly and easily find the information they need.

Use the 3-step structure, shown in the below example, below to achieve this.

Role descriptions

Start with a 1-2 sentence summary of your role as a whole, detailing what the goal of your position was, who you reported to or managed, and the type of organisation you worked for.

Key responsibilities

Use bullet points to detail the key responsibilities of your role, highlighting hard skills, software and knowledge wherever you can.

Keep them short and sharp to make them easily digestible by readers.

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.

Sample job description for Primary School Teacher CV

Taught the KS2 Year 6 class of pupils in an OFSTED rated “Good” school based in Loughborough. Responsible for developing a healthy, positive learning environment for pupils, alongside preparing them for their SATs examinations.

Key Responsibilities

  • Create a positive and encouraging learning environment to prepare pupils for SATs
  • Use energetic and creative teaching methods to ensure pupils remain engaged, using a wide variety of teaching resources such as flashcards and interactive whiteboards
  • Develop lesson plans in line with curriculum objectives and in preparation for assessments
  • Maintain an up-to-date record of each pupil’s progress within all areas of the curriculum, factoring areas for improvement and pupil abilities into the teaching methodology

Quick tip: Create impressive job descriptions easily in our quick-and-easy CV Builder by adding pre-written job phrases for every industry and career stage.

Education and qualifications

In your education section, make any degrees, qualifications or training which are relevant to Primary School 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.

Hobbies and interests

This section is entirely optional, so you’ll have to use your own judgement to figure out if it’s worth including.

If your hobbies and interests could make you appear more suitable for your dream job, then they are definitely worth adding.

Interests which are related to the industry, or hobbies like sports teams or volunteering, which display valuable transferable skills might be worth including.

Once you’ve written your Primary School Teacher CV, you should proofread it several times to ensure that there are no typos or grammatical errors.

With a tailored punchy profile that showcases your relevant experience and skills, paired with well-structured role descriptions, you’ll be able to impress employers and land interviews.

Good luck with your next job application!

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Get school experience

You can visit schools to get unpaid experience in the classroom before you start your initial teacher training (ITT).

It can help you:

  • decide if you want to train to be a teacher
  • discover if you’d like to teach in a primary or secondary school
  • build a relationship with a school you might want to work for later

What to expect

Your experience will either be in a school or joining classes and meeting teachers online. Placements usually last one or 2 days, but some can last up to 3 weeks.

During your experience, you’ll get to do things like:

  • observe lessons
  • see how teachers manage a classroom
  • find out how specific subjects are taught
  • speak to teachers and meet pupils
  • learn more about teacher training - including the application and interview process

Find school experience

Use our Get school experience service to search for and request experience in England. If you enter your postcode you can find schools in your area that offer placements. You can filter these by the subject and age group you’re looking to teach. It also tells you whether the type of experience available is in-school, virtual or both.

Once you’ve chosen a school, you can get more information about their placement availability and any requirements they may have. Some schools may charge fees to cover their costs and you may need to have a DBS check.

Use our service to search for and organise a placement in England.

Arrange school experience independently

You can also organise school placements yourself by contacting your old school. If you’re a student you can check whether your university has any existing links with local schools.

Or you can call a school directly. You can get information about schools near you (opens in new window) and ask who to talk to about getting school experience so your request goes to the right person.

Bear in mind that schools are busy places, so they may not always respond quickly and you may need to be flexible about when you visit.

Other ways to get experience

Paid teaching internships.

A paid teaching internship could help you to understand what it’s really like in the classroom if you’re currently studying for an undergraduate or master’s degree and are interested in teaching:

You’ll get to experience a range of activities to help you get a feel for school life.

Find out more about paid teaching internships .

Watch pre-recorded lessons

Many school and training provider websites have helpful information like “day in the life” videos and recorded lessons. You can also observe teachers’ lessons (opens in new window) on the Oak National Academy website to help you get to know teaching better, before or alongside your ITT.

Beyond the classroom

There are other ways to gain valuable experience of working with young people. Sports coaching, youth groups, after-school clubs or other volunteering activities are great opportunities that may be easier to fit around work and other commitments.

Find out more about teaching

Find out about nearby events, what teaching is really like, and how to get one-to-one support.

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Call or chat to us Monday to Friday, 8:30am until 5:30pm , except on bank holidays (opens in new window) .

Get free one-to-one support

Whether it's just an idea or you're ready to apply, you could get personalised support from an adviser with years of teaching experience. Chat to them by phone, email or text as little or as often as you need.

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LiveCareer

Primary Teacher Resume Examples

Want to use this resume?

City, State, Zip Code

Home: 000-000-0000 | Cell: 000-000-0000

[email protected]

Primary Teacher looking for an opportunity to help children develop intellectually socially personally and emotionally by offering an educational and loving atmosphere.

  • Experience in teaching elementary classes from 2 years old to 2nd grade
  • Organizational skills needed to run a classroom
  • Knowledge of all subject areas taught in the classroom
  • Fun yet professional demeanor needed to accomplish all tasks while keeping studentsÕ attention
  • Passion for teaching and child development
  • Creativity in teaching strategies to cater to each childÕs needs and learning capabilities
  • Willingness to put in extra time with students in need
  • Capable of working with other teachers to correlate curriculum and prepare students for the next level
  • Create lesson plans that cover all subjects on a daily basis
  • Incorporate learning into all activities even play time
  • Plan field trips and in-class parties or activities that combine fun and entertainment with educational experiences
  • Provide lesson plans to office in case of absence and to correlate with other Primary Teachers
  • Maintain a clean and organized classroom
  • Meet with parents on a regular basis to report on the childÕs learning abilities greatest strengths and areas in which he may need extra help

There are plenty of opportunities to land a Primary Teacher job position, but it won’t just be handed to you. Crafting a Primary Teacher resume that catches the attention of hiring managers is paramount to getting the job, and LiveCareer is here to help you stand out from the competition.

View All Teacher Resumes

Related Skills

  • Test Preparation
  • Lesson Planning
  • Special Education
  • Curriculum Development
  • Recordkeeping
  • Fundraising
  • Faculty Training
  • Social Studies

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What to read next

RESUME TIPS

*As seen in :

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We’d also like to use analytics cookies so we can understand how you use the service and make improvements.

Get school experience

Use this service if you want to request school experience in a primary or secondary school in England.

School experience allows you to find out more about teaching by visiting schools.

  • the right to work in the UK
  • a degree (or to be studying for one)
  • to be aged 18 or over

Before you start

By using this service, you'll be registered with the Department for Education's Get Into Teaching Information Service to receive tailored advice about becoming a teacher.

You’ll need to provide personal details which schools will use to decide whether they can offer you school experience. They may contact you for further information.

During school holidays, schools may take longer to respond to requests.

Some schools charge fees to cover their costs. These will be clearly listed and need to be paid directly to the individual school.

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Volunteering in schools

Gaining experience in a variety of schools will help you decide if teaching is right for you, as well as demonstrating your commitment

Completing voluntary placements in schools will work to your advantage - particularly when applying for school-led positions. If you're already working in a school, you could be at the top of the list if any training opportunities arise.

School experience for trainee teachers

It may not be a mandatory requirement, but by gaining some school experience, you'll develop a valuable insight into teaching. Having this experience will also strengthen your application and prepare you for potential interviews. Volunteering at a school will provide:

  •  the opportunity to observe and learn from experienced teachers
  • knowledge of the national curriculum/education system of the region you're applying to work in
  • evidence of your commitment
  • practical classroom-based examples that you can use at interview, such as small group leading and lesson planning.

Before you start your school experience, you will be asked to complete a Disclosure and Barring Service (DBS) check.

Look for experience in a range of settings to gain a much broader perspective on education. For example, if you went to a village school, do your research into what it's like to work at an inner city school before throwing yourself in at the deep end.

How to get teaching experience

It may take time to find classroom work experience, so start early in your degree. To begin your search:

  • Try contacting schools, nurseries and colleges directly and ask if you can visit,  shadow  or observe the teachers. Visit GOV.UK's  Get information about schools  for contact details.
  • Check with family and friends as you may find someone has good links with schools.
  • Many university courses include a period of work experience as part of the course. If you have a dissertation, you may choose to base that around work in a school. Visit the volunteering department at your university and ask about school placements.
  • Some universities run student-tutoring programmes where you tutor other students or go into schools to help with classes. Check with your university careers service or students' union for more details.
  • If you're thinking of teaching in England,  Get Into Teaching  can help you find a local school. Look out for taster courses, school visits and open days to give you an insight into teaching and teacher training.
  • Most local authorities and teaching agencies advertise vacancies on their websites including learning mentor, teaching assistant and laboratory technician or cover supervisor.
  • Charities or local authorities in your area may run schemes for voluntary mentors to work with pupils, often on a one-to-one basis.

6 tips to make your classroom experience a success

  • Behave in a professional manner , as you may be approaching this school for a job in the future.
  • Use your time in school wisely . Offer to help wherever you can, take responsibility, consider running a club or find something that you can contribute to the school.
  • Talk to the teachers about how they got into teaching , as this may open up other routes you hadn't thought of.
  • Actively observe different teaching styles , thinking about which you prefer and why.
  • Keep a log of your work experiences , both positive and negative. Reflect on them and think about how you might do it differently.
  • Aim to become a regular volunteer . This way, both you and the school will benefit more from the experience.

Alternative ideas for work experience

The volunteering you do doesn't have to be classroom based, as any work experience with children shows commitment, dedication and reliability. You could get involved in:

  • afterschool clubs
  • coaching a sports team
  • Scouts/Guides
  • summer camps
  • youth clubs.

While these will equip you with useful additional knowledge, they should not replace classroom experience. 

For more ideas of what you could do, see  10 opportunities to volunteer with children  or  search volunteering opportunities .

Find out more

  • Discover how to get a teaching job and explore the routes into teaching .
  • Search postgraduate courses in teaching .
  • Find out what it's really like to be a primary or secondary school teacher .
  • Learn more about working with children .

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Teaching Assistant

16 days remaining to apply, job start date.

15 April 2024

Closing date

4 March 2024 at 12pm (midday)

Date listed

15 February 2024

Job details

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Contract type

Actual salary, what skills and experience we're looking for.

We wish to appoint an outstanding Teaching Assistant to start in April, initially in our Key Stage 2. The successful candidate will be enthusiastic, highly motivated and demonstrate a passion for teaching and learning.

Qualifications and experience

  • Level 2 or 3 Certificate in Supporting Teaching and Learning in Schools, Level 3 Diploma in Childcare and Education, or other relevant qualification in nursery work or childcare (or willingness to work towards a qualification if not already held)
  • GCSEs at grades 9 to 4 (A* to C) including English and Maths
  • Experience of working with children

Skills and knowledge

  • Good literacy and numeracy skills
  • Good organisational skills
  • Ability to build effective working relationships with pupils and adults
  • Skills and expertise in understanding the needs of all pupils
  • Knowledge of how to help adapt and deliver support to meet individual needs
  • Subject and curriculum knowledge relevant to the role, and ability to apply this effectively in supporting teachers and pupils
  • Excellent verbal communication skills
  • Active listening skills
  • The ability to remain calm in stressful situations
  • Knowledge of guidance and requirements around safeguarding children
  • Good ICT skills, particularly using ICT to support learning
  • Understanding of roles and responsibilities within the classroom and whole school context

Personal qualities

  • Enjoyment of working with children
  • Sensitivity and understanding, to help build good relationships with pupils
  • A commitment to getting the best outcomes for all pupils and promoting the ethos and values of the school
  • Commitment to maintaining confidentiality at all times
  • Commitment to safeguarding pupil’s wellbeing and equality

What the school offers its staff

  • A popular and friendly, lively village school.
  • A dedicated experienced team of teachers and support staff.
  • A Trust/School that prides itself on high standards of behaviour and attitudes towards learning.
  • Pupils who are enthusiastic about their learning and who want to reach their full potential.
  • Supportive parents.
  • CPD opportunities.

Commitment to safeguarding

Middleton Cheney Primary Academy/Prime7 MAT is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. Therefore, the successful candidate would need to undergo a DBS check and be committed to the safeguarding of children.

Applying for the job

Please download the application form using the link below, and once completed send to [email protected]

Upload additional documents

If you need these documents in an accessible format, please contact the school.

About Middleton Cheney Primary Academy

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University of South Florida

College of Behavioral and Community Sciences

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USF social work students gather for a photo at the Florida Capitol.

  • February 16, 2024
  • College News , School of Social Work

Sixty-one USF social work students traveled to Tallahassee for Legislative Education and Advocacy Days (LEAD), where they presented at a training, listened in on committee meetings, and met with legislators.

USF Master of Social Work students were selected to present at the National Association of Social Workers (NASW) training on one of NASW's priority bills, SB 0068 Social Work Compact. The Social Work Compact would allow social workers to more freely provide services to clients outside of their home state, supporting flexibility for traveling licensed social workers.

"This is important because there are some areas that desperately need specialized care in areas, such as substance use, and are unable to receive the care they deserve because there are no local providers," said Academic Services Administrator Lou Hernandez, MSW, RCSWI.

The second day of LEAD, students visited the Florida Capitol where they were able to sit in on committee meetings and arrange their own meetings with legislators. Several students reported that the smaller discussions they were able to coordinate felt truly impactful and like they made a difference.

Almost 600 students from around the state attended LEAD, which is organized and sponsored by the Florida chapter of NASW.

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K-12 students learned a lot last year, but they're still missing too much school

Cory Turner - Square

Cory Turner

Headshot of Sequoia Carrillo

Sequoia Carrillo

primary school teaching work experience

From 2022-2023, chronic absenteeism declined in 33 of the 39 states AEI looked at. But it was still a persistent problem: In a handful of places, including Nevada, Washington, D.C., Michigan, New Mexico and Oregon, roughly 1 in 3 students – or more – were chronically absent. LA Johnson/NPR hide caption

From 2022-2023, chronic absenteeism declined in 33 of the 39 states AEI looked at. But it was still a persistent problem: In a handful of places, including Nevada, Washington, D.C., Michigan, New Mexico and Oregon, roughly 1 in 3 students – or more – were chronically absent.

It's going to take aggressive interventions to repair the pandemic's destructive impact on kids' schooling.

That's the takeaway of two big new studies that look at how America's K-12 students are doing. There's some good news in this new research, to be sure – but there's still a lot of work to do on both student achievement and absenteeism. Here's what to know:

1. Students are starting to make up for missed learning

From spring 2022 to spring 2023, students made important learning gains, making up for about one-third of the learning they had missed in math and a quarter of the learning they had missed in reading during the pandemic.

That's according to the newly updated Education Recovery Scorecard , a co-production of Harvard University's Center for Education Policy Research and The Educational Opportunity Project at Stanford University.

6 things we've learned about how the pandemic disrupted learning

6 things we've learned about how the pandemic disrupted learning

The report says, "Students learned 117 percent in math and 108 percent in reading of what they would typically have learned in a pre-pandemic school year."

In an interview with NPR's All Things Considered , Stanford professor Sean Reardon said that's surprisingly good news: "A third or a quarter might not sound like a lot, but you have to realize the losses from 2019 to 2022 were historically large."

When the same team of researchers did a similar review last year, they found that, by spring of 2022, the average third- through eighth-grader had missed half a grade level in math and a third of a grade level in reading. So, the fact that students are now making up ground is a good sign.

These results do come with a few caveats, including that the researchers were only able to review data and draw their conclusions from 30 states this year.

2. Despite that progress, very few states are back to pre-pandemic learning levels

The Harvard and Stanford study of student learning includes one sobering sentence: "Alabama is the only state where average student achievement exceeds pre-pandemic levels in math." And average achievement in reading has surpassed pre-pandemic levels in just three of the states they studied: Illinois, Louisiana and Mississippi. Every other state for which they had data has yet to reach pre-pandemic levels in math and reading.

"Many schools made strong gains last year, but most districts are still working hard just to reach pre-pandemic achievement levels," said Harvard's Thomas Kane, one of the learning study's co-authors.

3. Chronic absenteeism also improved in many places ... slightly

The rate of chronic absenteeism – the percentage of students who miss 10% or more of a school year – declined from 2022 to 2023. That's according to research by Nat Malkus at the conservative-leaning American Enterprise Institute (AEI). He found chronic absenteeism declined in 33 of the 39 states he studied.

Yes, "the differences were relatively small," Malkus writes, but it's improvement nonetheless: "the average chronic absenteeism rate across these states in 2023 was 26 percent, down from 28 percent for the same 39 states in 2022."

Glass half-full: Things aren't getting worse.

4. But, again, chronic absenteeism is still high

Malkus found chronic absenteeism was at 26% in 2023. Before the pandemic, in 2019, those same states reported a rate of 15%. That adds some painful context to the "good news" two-point decline in absenteeism from 2022 to 2023. Sure, it's down, but it's still so much higher than it was and should be.

Think of it this way: In 2023, roughly 1 student out of 4 was still chronically absent across the school year.

In a handful of places, including Nevada, Washington, D.C., Michigan, New Mexico and Oregon, roughly 1 in 3 students – or more – were chronically absent. That's a crisis.

Research shows a strong connection between absenteeism and all kinds of negative consequences for students, including an increased likelihood of dropping out of school.

Chronic absenteeism also hurts the students who don't miss school. That's because, as the learning study's authors point out, when absent students return, they require extra attention and "make it hard for teachers to keep the whole class moving."

5. Poverty matters (as always)

Both the learning and the chronic absenteeism studies capture the headwinds that constantly buffet children in poverty.

"No one wants poor children to foot the bill for the pandemic," said Harvard's Kane, "but that is the path that most states are on."

On learning: Reardon told NPR "the pandemic really exacerbated inequality between students in high-poverty and low-poverty districts and students of different racial and ethnic backgrounds."

In 2023, students' academic recovery was relatively strong across groups, which is good – but it means "the inequality that was widened during the pandemic hasn't gotten smaller, and in some places it's actually gotten larger," Reardon told NPR.

In fact, the report says, "in most states, achievement gaps between rich and poor districts are even wider now than they were before the pandemic." The learning study singles out Massachusetts and Michigan as the states where those gaps in math and reading achievement widened the most between poor and non-poor students.

Similarly, Malkus, at AEI, found that, between 2019 and 2022, rates of chronic absenteeism rose much more in high-poverty districts (up from 20% to 37%) than in low-poverty districts (up from 12% to 23%).

"Chronic absenteeism has increased the most for disadvantaged students," Malkus writes, "those who also experienced the greatest learning losses during the pandemic and can least afford the harms that come with chronic absenteeism."

6. Families must play an important role in learning recovery

Both studies acknowledge that families must play an important role in helping students – and schools – find a healthy, post-pandemic normal. The problem is, surveys show parents and guardians often underestimate the pandemic's toll on their children's learning . "Parents cannot advocate effectively for their children's future if they are misinformed," says the learning study.

To combat this, the learning researchers propose that districts be required to inform parents if their child is below grade-level in math or English. Those parents could then enroll their students in summer learning, tutoring and after-school programs, all of which have benefitted from federal COVID relief dollars. That funding is set to expire this fall, and some of these learning recovery opportunities may dry up, so the clock is ticking.

7. There's a "culture problem" around chronic absenteeism

Reducing chronic absenteeism, Malkus says, will also depend on families.

"This is a culture problem," Malkus tells NPR. "And in schools and in communities, culture eats policy for breakfast every day."

By "culture problem," Malkus is talking about how families perceive the importance of daily attendance relative to other challenges in their lives. He says some parents seem more inclined now to let their students miss school for various reasons, perhaps not realizing the links between absenteeism and negative, downstream consequences.

"Look, the patterns and routines of going to school were disrupted and to some degree eroded during the pandemic," Malkus says. "And I don't think we've had a decisive turn back that we need to have, to turn this kind of behavior around, and it's going to stay with students until that culture changes."

How do you do that? Malkus points to some low-cost options — like texting or email campaigns to increase parental involvement and encourage kids to get back in school – but says these, alone, aren't "up to the scale of what we're facing now."

Higher-cost options for schools to consider could include door-knocking campaigns, sending staff on student home-visits and requiring that families of chronically absent students meet in-person with school staff.

The learning study goes one step further: "Elected officials, employers, and community leaders should launch public awareness campaigns and other initiatives to lower student absenteeism." Because, after all, students can't make up for the learning they missed during the pandemic if they don't consistently attend school now.

What both of these studies make clear is there is no one solution that will solve these problems, and success will require further investment, aggressive intervention and patience.

Malkus says, even the high-cost, high-return options will likely only drive down chronic absenteeism by about four percentage points. A big win, he says, "but four percentage points against 26% isn't going to get us where we need to go."

Edited by: Nicole Cohen Visual design and development by: LA Johnson and Aly Hurt

College of Nursing

Driving change: a case study of a dnp leader in residence program in a gerontological center of excellence.

View as pdf A later version of this article appeared in Nurse Leader , Volume 21, Issue 6 , December 2023 . 

The American Association of Colleges of Nursing (AACN) published the Essentials of Doctoral Education for Advanced Practice Nursing in 2004 identifying the essential curriculum needed for preparing advanced practice nurse leaders to effectively assess organizations, identify systemic issues, and facilitate organizational changes. 1 In 2021, AACN updated the curriculum by issuing The Essentials: Core Competencies for Professional Nursing Education to guide the development of competency-based education for nursing students. 1 In addition to AACN’s competency-based approach to curriculum, in 2015 the American Organization of Nurse Leaders (AONL) released Nurse Leader Core Competencies (updated in 2023) to help provide a competency based model to follow in developing nurse leaders. 2

Despite AACN and AONL competency-based curriculum and model, it is still common for nurse leaders to be promoted to management positions based solely on their work experience or exceptional clinical skills, rather than demonstration of management and leadership competencies. 3 The importance of identifying, training, and assessing executive leaders through formal leadership development programs, within supportive organizational cultures has been discussed by national leaders. As well as the need for nurturing emerging leaders through fostering interprofessional collaboration, mentorship, and continuous development of leadership skills has been identified. 4 As Doctor of Nursing Practice (DNP) nurse leaders assume executive roles within healthcare organizations, they play a vital role within complex systems. Demonstration of leadership competence and participation in formal leadership development programs has become imperative for their success. However, models of competency-based executive leadership development programs can be hard to find, particularly programs outside of health care systems.

The implementation of a DNP Leader in Residence program, such as the one designed for The Barbara and Richard Csomay Center for Gerontological Excellence, addresses many of the challenges facing new DNP leaders and ensures mastery of executive leadership competencies and readiness to practice through exposure to varied experiences and close mentoring. The Csomay Center , based at The University of Iowa, was established in 2000 as one of the five original Hartford Centers of Geriatric Nursing Excellence in the country. Later funding by the Csomay family established an endowment that supports the Center's ongoing work. The current Csomay Center strategic plan and mission aims to develop future healthcare leaders while promoting optimal aging and quality of life for older adults. The Csomay Center Director created the innovative DNP Leader in Residence program to foster the growth of future nurse leaders in non-healthcare systems. The purpose of this paper is to present a case study of the development and implementation of the Leader in Residence program, followed by suggested evaluation strategies, and discussion of future innovation of leadership opportunities in non-traditional health care settings.

Development of the DNP Leader in Residence Program

The Plan-Do-Study-Act (PDSA) cycle has garnered substantial recognition as a valuable tool for fostering development and driving improvement initiatives. 5 The PDSA cycle can function as an independent methodology and as an integral component of broader quality enhancement approaches with notable efficacy in its ability to facilitate the rapid creation, testing, and evaluation of transformative interventions within healthcare. 6 Consequently, the PDSA cycle model was deemed fitting to guide the development and implementation of the DNP Leader in Residence Program at the Csomay Center.

PDSA Cycle: Plan

Existing resources. The DNP Health Systems: Administration/Executive Leadership Program offered by the University of Iowa is comprised of comprehensive nursing administration and leadership curriculum, led by distinguished faculty composed of national leaders in the realms of innovation, health policy, leadership, clinical education, and evidence-based practice. The curriculum is designed to cultivate the next generation of nursing executive leaders, with emphasis on personalized career planning and tailored practicum placements. The DNP Health Systems: Administration/Executive Leadership curriculum includes a range of courses focused on leadership and management with diverse topics such as policy an law, infrastructure and informatics, finance and economics, marketing and communication, quality and safety, evidence-based practice, and social determinants of health. The curriculum is complemented by an extensive practicum component and culminates in a DNP project with additional hours of practicum.

New program. The DNP Leader in Residence program at the Csomay Center is designed to encompass communication and relationship building, systems thinking, change management, transformation and innovation, knowledge of clinical principles in the community, professionalism, and business skills including financial, strategic, and human resource management. The program fully immerses students in the objectives of the DNP Health Systems: Administration/Executive Leadership curriculum and enables them to progressively demonstrate competencies outlined by AONL. The Leader in Residence program also includes career development coaching, reflective practice, and personal and professional accountability. The program is integrated throughout the entire duration of the Leader in Residence’s coursework, fulfilling the required practicum hours for both the DNP coursework and DNP project.

The DNP Leader in Residence program begins with the first semester of practicum being focused on completing an onboarding process to the Center including understanding the center's strategic plan, mission, vision, and history. Onboarding for the Leader in Residence provides access to all relevant Center information and resources and integration into the leadership team, community partnerships, and other University of Iowa College of Nursing Centers associated with the Csomay Center. During this first semester, observation and identification of the Csomay Center Director's various roles including being a leader, manager, innovator, socializer, and mentor is facilitated. In collaboration with the Center Director (a faculty position) and Center Coordinator (a staff position), specific competencies to be measured and mastered along with learning opportunities desired throughout the program are established to ensure a well-planned and thorough immersion experience.

Following the initial semester of practicum, the Leader in Residence has weekly check-ins with the Center Director and Center Coordinator to continue to identify learning opportunities and progression through executive leadership competencies to enrich the experience. The Leader in Residence also undertakes an administrative project for the Center this semester, while concurrently continuing observations of the Center Director's activities in local, regional, and national executive leadership settings. The student has ongoing participation and advancement in executive leadership roles and activities throughout the practicum, creating a well-prepared future nurse executive leader.

After completing practicum hours related to the Health Systems: Administration/Executive Leadership coursework, the Leader in Residence engages in dedicated residency hours to continue to experience domains within nursing leadership competencies like communication, professionalism, and relationship building. During residency hours, time is spent with the completion of a small quality improvement project for the Csomay Center, along with any other administrative projects identified by the Center Director and Center Coordinator. The Leader in Residence is fully integrated into the Csomay Center's Leadership Team during this phase, assisting the Center Coordinator in creating agendas and leading meetings. Additional participation includes active involvement in community engagement activities and presenting at or attending a national conference as a representative of the Csomay Center. The Leader in Residence must mentor a master’s in nursing student during the final year of the DNP Residency.

Implementation of the DNP Leader in Residence Program

PDSA Cycle: Do

Immersive experience. In this case study, the DNP Leader in Residence was fully immersed in a wide range of center activities, providing valuable opportunities to engage in administrative projects and observe executive leadership roles and skills during practicum hours spent at the Csomay Center. Throughout the program, the Leader in Residence observed and learned from multidisciplinary leaders at the national, regional, and university levels who engaged with the Center. By shadowing the Csomay Center Director, the Leader in Residence had the opportunity to observe executive leadership objectives such as fostering innovation, facilitating multidisciplinary collaboration, and nurturing meaningful relationships. The immersive experience within the center’s activities also allowed the Leader in Residence to gain a deep understanding of crucial facets such as philanthropy and community engagement. Active involvement in administrative processes such as strategic planning, budgeting, human resources management, and the development of standard operating procedures provided valuable exposure to strategies that are needed to be an effective nurse leader in the future.

Active participation. The DNP Leader in Residence also played a key role in advancing specific actions outlined in the center's strategic plan during the program including: 1) the creation of a membership structure for the Csomay Center and 2) successfully completing a state Board of Regents application for official recognition as a distinguished center. The Csomay Center sponsored membership for the Leader in Residence in the Midwest Nurse Research Society (MNRS), which opened doors to attend the annual MNRS conference and engage with regional nursing leadership, while fostering socialization, promotion of the Csomay Center and Leader in Residence program, and observation of current nursing research. Furthermore, the Leader in Residence participated in the strategic planning committee and engagement subcommittee for MNRS, collaborating directly with the MNRS president. Additional active participation by the Leader in Residence included attendance in planning sessions and completion of the annual report for GeriatricPain.org , an initiative falling under the umbrella of the Csomay Center. Finally, the Leader in Residence was involved in archiving research and curriculum for distinguished nursing leader and researcher, Dr. Kitty Buckwalter, for the Benjamin Rose Institute on Aging, the University of Pennsylvania Barbara Bates Center for the Study of the History of Nursing, and the University of Iowa library archives.

Suggested Evaluation Strategies of the DNP Leader in Residence Program

PDSA Cycle: Study

Assessment and benchmarking. To effectively assess the outcomes and success of the DNP Leader in Residence Program, a comprehensive evaluation framework should be used throughout the program. Key measures should include the collection and review of executive leadership opportunities experienced, leadership roles observed, and competencies mastered. The Leader in Residence is responsible for maintaining detailed logs of their participation in center activities and initiatives on a semester basis. These logs serve to track the progression of mastery of AONL competencies by benchmarking activities and identifying areas for future growth for the Leader in Residence.

Evaluation. In addition to assessment and benchmarking, evaluations need to be completed by Csomay Center stakeholders (leadership, staff, and community partners involved) and the individual Leader in Residence both during and upon completion of the program. Feedback from stakeholders will identify the contributions made by the Leader in Residence and provide valuable insights into their growth. Self-reflection on experiences by the individual Leader in Residence throughout the program will serve as an important measure of personal successes and identify gaps in the program. Factors such as career advancement during the program, application of curriculum objectives in the workplace, and prospects for future career progression for the Leader in Residence should be considered as additional indicators of the success of the program.

The evaluation should also encompass a thorough review of the opportunities experienced during the residency, with the aim of identifying areas for potential expansion and enrichment of the DNP Leader in Residence program. By carefully examining the logs, reflecting on the acquired executive leadership competencies, and studying stakeholder evaluations, additional experiences and opportunities can be identified to further enhance the program's efficacy. The evaluation process should be utilized to identify specific executive leadership competencies that require further immersion and exploration throughout the program.

Future Innovation of DNP Leader in Residence Programs in Non-traditional Healthcare Settings

PDSA Cycle: Act

As subsequent residents complete the program and their experiences are thoroughly evaluated, it is essential to identify new opportunities for DNP Leader in Residence programs to be implemented in other non-health care system settings. When feasible, expansion into clinical healthcare settings, including long-term care and acute care environments, should be pursued. By leveraging the insights gained from previous Leaders in Residence and their respective experiences, the program can be refined to better align with desired outcomes and competencies. These expansions will broaden the scope and impact of the program and provide a wider array of experiences and challenges for future Leaders in Residency to navigate, enriching their development as dynamic nurse executive leaders within diverse healthcare landscapes.

This case study presented a comprehensive overview of the development and implementation of the DNP Leader in Residence program developed by the Barbara and Richard Csomay Center for Gerontological Excellence. The Leader in Residence program provided a transformative experience by integrating key curriculum objectives, competency-based learning, and mentorship by esteemed nursing leaders and researchers through successful integration into the Center. With ongoing innovation and application of the PDSA cycle, the DNP Leader in Residence program presented in this case study holds immense potential to help better prepare 21 st century nurse leaders capable of driving positive change within complex healthcare systems.

Acknowledgements

         The author would like to express gratitude to the Barbara and Richard Csomay Center for Gerontological Excellence for the fostering environment to provide an immersion experience and the ongoing support for development of the DNP Leader in Residence program. This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.

  • American Association of Colleges of Nursing. The essentials: core competencies for professional nursing education. https://www.aacnnursing.org/Portals/42/AcademicNursing/pdf/Essentials-2021.pdf . Accessed June 26, 2023.
  • American Organization for Nursing Leadership. Nurse leader core competencies. https://www.aonl.org/resources/nurse-leader-competencies . Accessed July 10, 2023.
  • Warshawsky, N, Cramer, E. Describing nurse manager role preparation and competency: findings from a national study. J Nurs Adm . 2019;49(5):249-255. DOI:  10.1097/NNA.0000000000000746
  • Van Diggel, C, Burgess, A, Roberts, C, Mellis, C. Leadership in healthcare education. BMC Med. Educ . 2020;20(465). doi: 10.1186/s12909-020-02288-x
  • Institute for Healthcare Improvement. Plan-do-study-act (PDSA) worksheet. https://www.ihi.org/resources/Pages/Tools/PlanDoStudyActWorksheet.aspx . Accessed July 4, 2023.
  • Taylor, M, McNicolas, C, Nicolay, C, Darzi, A, Bell, D, Reed, J. Systemic review of the application of the plan-do-study-act method to improve quality in healthcare. BMJ Quality & Safety. 2014:23:290-298. doi: 10.1136/bmjqs-2013-002703

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MOU Gymnasium No. 21 Elektrostal

MOU Gymnasium No. 21 Elektrostal 0

Description of MOU Gymnasium No. 21 Elektrostal

  • Location: Elektrostal, Russia
  • Students age: from 7 to 18 years old
  • School uniform
  • Full-time education
  • Stages of education: primary, basic and secondary.

Gymnasium No. 21 is located in the town of Elektrostal, Moscow Region. The beginning of the history of this educational institution is considered 1971 - then a secondary school was opened in the building of the gymnasium. Since 2014, gymnasium No. 21 has been included in the list of the best schools in the Moscow Region, has the title of "Smart School", and is the winner of many competitions in the field of education.

Programs and prices, tuition fees in MOU Gymnasium No. 21 Elektrostal

Primary general education (7 - 10 years): study of basic subjects, versatile personality education. In free time, the program includes excursions, festivals and project activities.

Basic general education (11 - 16 years old): a program consisting of basic subjects and preparation for passing the OGE. The program includes the study of two foreign languages - English and German.

Secondary general education (16 - 18 years old): a program includes basic subjects (as an additional one - astronomy) and in-depth study of the disciplines selected for passing the exam.

Grades 10 in the gymnasium are divided into profiles of in-depth study of subjects:

  • Socio-economic - learning English, mathematics and economics
  • Social and humanitarian - English and Russian languages, social studies.

Accommodation, meals, prices

The gymnasium organizes paid and reduced-price meals.

Reduced price meals (lunch) are received by:

  • Students with disabilities
  • Students who are under guardianship and not receiving benefits from the guardianship authorities
  • Disabled children
  • Pupils from large families
  • Students with tuberculous intoxication
  • Students receiving survivor's pension
  • Students with diseases of the digestive organs (Hirschsprung's disease, gastric and duodenal ulcers, cholelithiasis, chronic hepatitis, Crohn's disease), chronic kidney diseases (glomerulonephritis, pyelonephritis), blood diseases and disorders caused by chemical prophylaxis, respiratory diseases (bronchial asthma), diseases of the endocrine system (diabetes mellitus)
  • Students from low-income families
  • Students from disadvantaged families
  • Children in difficult life situations
  • Children of participants in the liquidation of the consequences of the accident at the Chernobyl nuclear power plant.

Reduced meals (breakfast) are received by:

  • Students in grades 1-4
  • Students from large families
  • Students receiving a survivor's pension.

To obtain the right to receive preferential meals from the parents / legal representatives of the child, you will need to provide an application completed in the name of the director and documents confirming belonging to one of the categories.

Activities MOU Gymnasium No. 21 Elektrostal

Circles and sections of gymnasium number 21:.

  • General physical preparation
  • Librarianship.

High school students also participate in:

  • Subject Olympiads, including the All-Russian Olympiad for schoolchildren
  • Career guidance before leaving school
  • Delivery of TRP standards
  • Sports and creative activities.
  • Qualified teachers (holders of the title "Honored Teacher of the Russian Federation", medals and certificates of honor)
  • Additional education in various fields
  • Participation in olympiads and competitions
  • Career guidance for applicants to universities and colleges.

Facilities and equipment at MOU Gymnasium No. 21 Elektrostal

Studying takes place in a four-story building built in 1970. The school is equipped with:

  • Classrooms equipped with everything you need to learn
  • Assembly, choreographic and sports halls
  • Dining room
  • Medical office
  • Library with reading room
  • Utility and technical rooms
  • Sports ground on site.

The entrance is equipped with equipment for visiting the school by persons with disabilities.

Admission dates and extra charges

The academic year begins on September 1, and is divided into quarters.

Holidays between quarters:

  • October 30-November 8
  • December 28-January 8
  • February 22-28 (only for 1 grade)
  • March 26-April 2
  • May 26/29 - August 31 (depending on the class).

Gymnasium №21 teaches on a five-day basis - from Monday to Friday. Lesson time:

  • For 1, 4, 5, 7, 8a, 11 classes - 8: 30-15: 45 (max. 8 lessons)
  • For grades 2, 3, 6, 8b, 9, 10 - 8: 15-15: 30 (max. 8 lessons).

Entry requirements, how to apply, what is required to enrol

To enroll in the gymnasium you will need to provide:

  • Completed application in electronic or written form
  • Parent's / legal representative's passport
  • Child's birth certificate
  • Certificate of registration of the child at the place of residence or at the place of stay in the assigned territory
  • The conclusion and recommendations of the psychological, medical and pedagogical commission and the consent of parents / legal representatives to study according to the adaptive basic general education program (for children with disabilities).

Upon admission to grade 10, additional documents + profile testing may be required.

Institution on the map

Residence permits, citizenship and other services.

  • Guardianship services during the studies
  • Student supervision

Review about MOU Gymnasium No. 21 Elektrostal

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  • Company Profile
  • Company Policy
  • Mission and Vision
  • Certificates
  • Aluminium Windows
  • Aluminium Doors
  • Aluminium Sliding Elements
  • Aluminium Curtain Walls
  • Aluminium Skylight Elements
  • Aluminium Frames for Safety and Security
  • Aluminium Conservatories
  • Metal Panel Sheet Claddings
  • Aluminium Entrance Frames
  • Glass Structures
  • Complementary Items
  • Lightweight Steel Structures
  • Human Resources OPEN

We are Hiring!

Current job openings, bookkeeper and accounts administrator.

  • Organizing the internal accounts, company files and reporting to accountants, company directors,
  • Liaising with the suppliers, certificates bodies, external consultants, clients and main office staff ( Fluent in English )
  • Assisting Project Managers and Directors with all the paperwork involved during the flow of business,

Preferred Candidate

  • Years of Experience: 3-25 years of experience
  • Graduated School: Business, Economics, Accounting to similar disciplines
  • Level of Education:  High School ( Graduate ), Bachelor's ( Graduate )
  • Languages: English ( Reading: Advanced, Writing: Advanced, Speaking: Advanced
  • Microsoft Office: Excel, Powerpoint, Word ( Advanced )

Position Information

  • Company Industry:  Aluminium, Building, Architecture
  • Job Type:  Permanent / Full-time
  • Position Level:  Staff
  • Job Location: United Kingdom, London

primary school teaching work experience

IMAGES

  1. Primary Teacher Resume Sample

    primary school teaching work experience

  2. Teacher Resume: Format, Sample, Objective, Skills & Guide

    primary school teaching work experience

  3. Secondary to primary school teaching

    primary school teaching work experience

  4. Primary teaching personal statement

    primary school teaching work experience

  5. Experience Certificate For Teacher- PDF and Editable Word [Pack of 5]

    primary school teaching work experience

  6. Experience Certificate For School Teacher

    primary school teaching work experience

VIDEO

  1. Classroom management

  2. ET2020 Working Group for Schools

  3. Safely Back to School: Helping parents navigate e-learning roles

  4. pre primary school teaching training

  5. school model/ school model #school #model #creativity

  6. SCHOOL AS LEARNING COMMUNITY

COMMENTS

  1. Tell me more about your teaching experience

    Just enter your email, pick one of the interview questions for teachers, and start practicing FOR FREE. It's fun and you'll thank me later :). This is my first job application, but it doesn't mean I have no experience with teaching.

  2. How To Become a Primary School Teacher

    A primary school teacher is an educator who specializes in teaching young children. Most places in the United States classify primary school as children from newborns to age 8, or from preschool through third grade. However, some districts might include up to fifth grade in their primary education program.

  3. 6 primary teacher skills (and why they're important)

    Full-time jobs Remote jobs Urgently needed jobs View more jobs on Indeed Why are primary teacher skills important? Primary teacher skills are important because they benefit teachers and their students. Certain skills make it easier for teachers to communicate with and understand their students, which can facilitate the students' ability to learn.

  4. Getting work experience in primary and secondary schools

    You will usually be required to show you have work experience with children of the relevant age - preferably in a primary or secondary school environment. What teaching work experience in schools do I need? Getting classroom experience will help to confirm that teaching is the right career for you.

  5. Elementary School Teacher Resume Examples for 2024

    Work Experience on a Kindergarten Teacher Resume—Examples. right; Kindergarten Teacher January 2018-December 2020 P.S. 122 Mamie Fay, Astoria, NY. ... Pro Tip: For a primary school teacher resume, other great sections to add are an "Awards" section and a "Publications" section, if these fit your situation. Each adds only one line to ...

  6. How to get teaching experience (plus benefits of doing so)

    Working with younger children can also be a great way to gain further work experience in education, especially if you're considering working in primary education (ages four to 11) or with younger students in general. You could apply for a voluntary role at a nursery or preschool.

  7. Life as a primary school teacher

    Life as a primary school teacher Jemma Smith, Editor December, 2023 Discover how Nicolas Sell, a Year 3 teacher at a school in Doncaster, got into teaching and what a typical school day is like Getting into teaching My pathway into the profession is a little unconventional, although perhaps in a manner that is becoming less uncommon.

  8. What does a primary school teacher do? (With skills)

    Remote jobs Urgently needed jobs View more jobs on Indeed What does a primary school teacher do? The answer to 'what does a primary school teacher do?' is fairly simple, as they teach children from the age of four until the age of twelve. Students then enter the secondary education system after this age.

  9. Why teach primary school? (With definition and skills)

    Teaching is a diverse career choice because there are many different types of instructors who teach different subjects and work with different age groups. One option to consider as an aspiring teacher is to work as a primary school teacher and teach young children. Knowing about the advantages of working as a primary school teacher can help you ...

  10. Work experience in teaching

    Getting experience in a teaching role after you qualify is an important first step in a teaching or lecturing career. This may be the first time you have a variety of subjects to teach to classes of varying levels at various stages of study. It may take a year or two as a full-time educator to build your foundation of resources and preferred ...

  11. Primary school teacher job profile

    Work experience Career prospects Related jobs and courses See how well you match this job profile and over 400 others. Try Career Planner To be a successful primary school teacher, you need a passion to inspire young minds and a commitment to ensuring that every child achieves their potential

  12. 7 Best Primary School Teacher Resume Examples for 2024

    John Doe Primary School Teacher 123 Main Street | Anytown, USA 99999 | Phone: (123) 456-7890 | Email: [email protected] I am an enthusiastic and motivated primary school teacher with 5+ years of experience in providing high- quality education to elementary school students from diverse backgrounds.

  13. Primary school teacher

    £30,000 Starter £47,000 Experienced Typical hours (a week) 37 to 45 term time evenings attending events or appointments Meet Toby Toby is a key stage 1 primary school teacher. He had not...

  14. Primary School Teacher CV example + guide [Get hired fast]

    As a primary school teacher, you get to shape young minds and support your students as they develop a whole range of new skills and abilities. But in order to land the job, you've first got to school the recruiter in what makes you such a great (and qualified) teacher, and an impressive CV is the way to do this.

  15. Get school experience

    What to expect Your experience will either be in a school or joining classes and meeting teachers online. Placements usually last one or 2 days, but some can last up to 3 weeks. During your...

  16. Professional Primary Teacher Resume Examples

    Professional Summary. Primary Teacher looking for an opportunity to help children develop intellectually socially personally and emotionally by offering an educational and loving atmosphere. Core Qualifications. Experience in teaching elementary classes from 2 years old to 2nd grade. Organizational skills needed to run a classroom.

  17. Get school experience

    School experience allows you to find out more about teaching by visiting schools. You'll need: the right to work in the UK a degree (or to be studying for one) to be aged 18 or over...

  18. Volunteering in schools

    Volunteering at a school will provide: the opportunity to observe and learn from experienced teachers. knowledge of the national curriculum/education system of the region you're applying to work in. evidence of your commitment. practical classroom-based examples that you can use at interview, such as small group leading and lesson planning.

  19. Primary school teacher interview questions and answers

    Example answer: 'One of my biggest strengths is communicating in the classroom. I've always been good at summarising complex concepts and helping students understand them. One of my weaknesses is in classroom discipline. I've spent a lot of time working on improving this and holding more authority in the classroom.'.

  20. WATCH: How these teenagers are helping create a work-based school ...

    For some kids, building an airplane is part of the school experience. Pilot and mentor Beth White is working with Big Picture Learning to help create immersive, work-based educational experiences ...

  21. Teaching Assistant

    Qualifications and experience. Level 2 or 3 Certificate in Supporting Teaching and Learning in Schools, Level 3 Diploma in Childcare and Education, or other relevant qualification in nursery work or childcare (or willingness to work towards a qualification if not already held) ... Hill View Primary School. Hill View Crescent, Banbury ...

  22. Children's School Enrollment and Time at Work in the Philippines

    This analysis focuses on the determinants of school enrollment and work activities of children aged 7 to 17 in the Philippines. We move beyond dichotomous measures of work to consider the amount ...

  23. USF students participate in macro social work experience

    About College of Behavioral & Community Sciences News. The Mission of the College of Behavioral and Community Sciences (CBCS) is to advance knowledge through interdisciplinary teaching, research, and service that improves the capacity of individuals, families, and diverse communities to promote productive, satisfying, healthy, and safe lives across the lifespan.

  24. Maria Lyasheva

    An Clinical Trials Manager at Qureight Ltd and a recent graduate from the University of Cambridge. Throughout my studies and work experience, I have demonstrated that I am a keen and quick learner and a highly motivated individual. I have experience in imaging research and in managing multicentral and multination imaging studies and working with both academic and industrial partners.

  25. Students are still absent and making up for missed learning post ...

    "Many schools made strong gains last year, but most districts are still working hard just to reach pre-pandemic achievement levels," said Harvard's Thomas Kane, one of the learning study's co-authors.

  26. Driving change: a case study of a DNP leader in residence program in a

    View as pdf A later version of this article appeared in Nurse Leader, Volume 21, Issue 6, December 2023.. Background. The American Association of Colleges of Nursing (AACN) published the Essentials of Doctoral Education for Advanced Practice Nursing in 2004 identifying the essential curriculum needed for preparing advanced practice nurse leaders to effectively assess organizations, identify ...

  27. MOU Gymnasium No. 21 Elektrostal

    Enrolment assistance, application and study at MOU Gymnasium No. 21 Elektrostal. 3 education programs to choose from. Fees, prices, reviews, photos and videos. Full admission support for students

  28. We are Hiring!

    Preferred Candidate. Years of Experience: 3-25 years of experience Graduated School: Business, Economics, Accounting to similar disciplines Level of Education: High School ( Graduate ), Bachelor's ( Graduate ) Languages: English ( Reading: Advanced, Writing: Advanced, Speaking: Advanced Microsoft Office: Excel, Powerpoint, Word ( Advanced )

  29. Status of Women and Girls 2024

    Women, girls, and gender-expansive people in Minnesota continue to face persistent inequities, according to the 2024 Report on the Status of Women and Girls in Minnesota released Wednesday by the Center on Women, Gender, and Public Policy (CWGPP) at the Humphrey School of Public Affairs and the Women's Foundation of Minnesota. Those disparities are more profound for Black, Indigenous, and ...