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Teacher Training Personal Statement Examples

What is a teacher training personal statement?

The teacher training personal statement is your opportunity to let training providers know about your qualities, skills and expertise, and why you want to teach.

While your application form briefly outlines your qualifications, skills and work experience, your teaching personal statement is where your personality shines through.

Take your time with it, be prepared to receive constructive feedback and write a few drafts before you send it off.

How do I write a good teacher training personal statement?

To help you write a successful teacher training personal statement, we recommend you include:

• use examples to back everything up, based on your teaching experience so far
• tailor your personal statement according to the age group you wish to teach
• write using concise English, using first person terms such as 'my' and 'I'
• be original and honest - don't embellish the truth or lie outright
• avoid clichés and general statements, such as 'since a young age' or 'I've always wanted to be a teacher'
• demonstrate your passion and enthusiasm for teaching.

You have up to 4,000 characters to write a memorable opening, middle and conclusion.

Don't waste your valuable space on writing about things that are already on your UCAS form elsewhere, such as your qualifications.

What should I include in my teacher training personal statement?

When planning out your personal statement, ask yourself what it is your training providers are looking for. Make sure your statement answers the following questions:

• Why do I want to teach? - show that you know about the challenges and rewards of teaching, and remember that everything has its ups and downs. Maybe talk about any lessons you have observed/taught, what went well and how you would have improved on them. Discuss teaching styles used and the use of technology in the classroom.
• Why do I want to teach this age group/at this level? - what appeals to you, and what experience do you have teaching these students/children?
• What are my strengths? - include the relevance of your degree and subject knowledge.
• What experience do I have? - include any experience you have of volunteering with children, such as teaching a sports team, youth work or working at a summer camp? Give examples of how this helpd develop your teaching skills.
• What personal skills/abilities do I have? - these might include research, creativity, time management, IT skills, problem solving, managing people, organisational skills, listening skills, leading or working in a team. To strengthen your application, make sure you back everything up with examples.
• Are there are any location restrictions? - if you don't currently live in the UK, why do you want to study here? Are you willing to move away from your current home town/city for your degree?

You only have up to 47 lines (4,000 characters including spaces) in which to persuade your chosen initial teacher training (ITT) providers to offer you an interview. The statement must be concise, enthusiastic and sell your potential to be a successful teacher.

For more help and advice on what to write in your teacher training personal statement, please see:

• Personal Statement Editing Services
• Personal Statement Tips From A Teacher
• Analysis Of A Personal Statement
• The 15th January UCAS Deadline: 4 Ways To Avoid Missing It
• Personal Statement FAQs
• Personal Statement Timeline
• 10 Top Personal Statement Writing Tips
• What To Do If You Miss The 15th January UCAS Deadline.

What is a teacher training degree?

Teacher training degrees combine the study of curriculum subjects with learning teaching techniques and putting these into practice during hands-on school placements. The course leads to QTS (qualified teacher status) to enable you to teach in a school or college.

How long is a teacher training course?

To teach in England and Wales you need to gain QTS. You will obtain this on an ITT programme, which could be school or university-based and takes approximately one year to complete.

How do I become a teacher with a degree?

To teach as a qualified teacher in England, you'll need qualified teacher status (QTS). If you already have a degree, you can complete a postgraduate teacher training course to achieve this. Additionally, you'll need to have a GCSE at grade C/4 in maths and English, as well as science if you want to teach primary.

Can I train to be a teacher without a degree?

Unfortunately no - you cannot become a teacher without a degree.

But if you are an undergraduate or have a degree in a different subject than what you want to teach, there are options to help you get into a teaching career.

Will I get paid for teacher training?

There are three types of funding available for teacher training - depending on your circumstances, you could receive all three:

• Tax-free bursary or scholarship.
• Tuition Fee Loan and Maintenance Loan.
• Extra financial support if you're a parent, have an adult dependant or a disability.

Further information

For more tips and advice on teacher training personal statements, please see:

• GetIntoTeaching
• The Complete University Guide

Related resources

Teacher training interview questions.

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6 Personal Statement Writing Tips

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Teaching personal statement examples

Giving you the chance to show why you'd be a great teacher, your personal statement is an important part of your application and worth taking the time over

What is a teaching personal statement?

Your personal statement is used to explain why you want to become a teacher and your suitability for the role. While your application form briefly outlines your qualifications, skills and work experience, your teaching personal statement is where your personality shines through.

Take your time with it. Many candidates often spend a few weeks on this part of the application as you don't have to write it all at once. You should get someone to read over it and be prepared to receive constructive feedback and write a few drafts before you send it off.

It's important to:

• use examples based on your recent teaching experience
• tailor your personal statement according to the school/age group
• use good, clear, written English, using first person terms such as 'my' and 'I'
• be original and honest
• avoid clichés and general statements, such as 'I've always wanted to teach'
• demonstrate a passion for teaching.

While it's crucial to get it right, your teaching personal statement is only a small part of the application process. Find out how else you'll need to prepare to  get a teaching job .

How to write a personal statement for teaching

Your personal statement should be between 500 and 1,000 words. It's crucial that you  don't copy  and that the statement you provide is  your own work .

This is your opportunity to:

• write about any relevant skills and experience you have
• explain your understanding of why teaching is important
• detail why you want to become a teacher
• list any extra skills or experience you have, such as volunteering or first aid.

See  personal statements for postgraduate applications  for more guidance.

The nature of your personal statement will vary, depending on the type of teaching you'd like to pursue. Take a look at some of our example personal statements to get an idea of how they differ.

Personal statement for PGCE primary

As well as focusing on roles in which you've gained experience with primary-age children, a PGCE primary personal statement should demonstrate your well-rounded personality and any skills that could be useful for the range of extra-curricular activities primary schools provide (such as the ability to read music for recorder lessons, or drama experience to help with school plays).

Personal statement for PGCE secondary

Many good PGCE secondary personal statements acknowledge the challenges involved in teaching older pupils and provide examples of where the candidate has worked to overcome these problems. As secondary teaching roles are geared towards teaching a specific subject, training providers are looking for more evidence of your subject and degree knowledge.

Personal statement for School Direct

If you're applying for the salaried School Direct route, you should discuss the experience you've gained in the classroom prior to your application. One of your references will need to be from an employer, or someone who can comment on your work ethic and suitability for teaching. Don't worry if your degree is unrelated to the subject you'd like to teach - you may still be able to apply by completing a subject knowledge enhancement (SKE) course .

Find out more

• Discover how to structure a teaching CV .
• Find out what it's really like to be a primary or secondary school teacher .
• Search postgraduate courses in teaching .

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How to write the perfect teaching personal statement

Application and interview, tes editorial.

When applying for a new job, you may be competing with tens or hundreds of other applicants in a race for the role.

The HR manager or headteacher recruiting for the job will be scrutinising every detail of your application to make sure they are bringing in the right people for interview.

The application form is the first hurdle you have to get over and sets the first impression of you as a person in the recruiter’s mind.

• Advice on honing your job search
• How to write a personal statement for teacher training
• How to write a must-read CV

The personal statement: why does it matter? 

The personal statement presents the perfect opportunity to show you are an exceptional candidate, understand teaching and know the school you are applying to.

It is not an easy task and is a tricky thing to get right. It requires being concise and clear – it shouldn’t be too long or read like a list.

You should talk about yourself and your professional achievements, while at the same time apply those experiences to the school itself.

We spoke to Malcolm Trobe, deputy general secretary of the Association of School and College Leaders , about what goes into the perfect personal statement. Here's what he said:

What does a great teaching personal statement look like?

"In general, I would say no longer than two sides of A4 – typescript. It needs to be well structured and linked to the specific school. It will need to include a number of key areas, including behavioural management, educational philosophy, subject expertise, pedagogy, personal organisation and skills and enrichment activities that the candidate can bring."

What should it contain?

"I would recommend that candidates include three elements in each of the key areas:

• What their beliefs/philosophy/approach is – i.e., the theory
• Their experience in that area
• How they would use that experience in the school they are applying to and specific to the job they are applying for

The statement should also include something personal in terms of their outside interests to indicate that they live an interesting and well-balanced life."

What are school leaders looking to read in a good personal statement?

"They will want to see something of the person’s character come through. It must not be just a list of achievements or repeat of the CV. It needs to be well-written, error-free and mention the school they are applying for – but not too many times. It should read as if it has been specifically written for the school and job they are applying for. I would be looking for something similar to the approach I have indicated above, covering all of the key areas and indicating that they have a vocation for working with young people. Somehow I would like to see a ‘generosity of spirit’ come through in the statement."

How can a candidate stand out in a personal statement?

"A good personal statement needs to include something of the person themselves. It has to make the reader believe that the candidate has something special without bragging or appearing arrogant – but something a bit above what other candidates may offer. A really good introduction and ending are important, and it's worth spending a great deal of time crafting those sections of the statement. Hook the reader in at the beginning and finish on a high note so that they want to meet the person and explore what has been written."

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Teacher Education Personal Statement

What is a personal statement.

Ranked 22nd in the world for the discipline of Education,* we are committed to creating a learning community where you are provided with the best environment and academic opportunities to excel in your chosen field of study. From 2018, we have required a personal statement with all applications to the University of Sydney’s teacher-education degrees (excluding early childhood). The Australian Institute for Teaching and School Leadership responded to the Federal Government's request to create selection guidelines for all universities to assess both the academic and non-academic qualities of all students applying for entry into a teaching degree. The personal statement applied by the University allows you to demonstrate your suitability for teaching through the right combination of qualities to enable you to become an effective teacher.

* 2024 QS World University Rankings by Subject

How do I submit my statement?

Undergraduate uac applicants.

If you are applying through the Universities Admissions Centre (UAC) to study a teacher education degree at the University of Sydney (excluding early childhood), you will be prompted to complete a personal statement questionnaire during the application process. Please refer to UAC’s guidelines and the relevant UAC form when submitting your personal statement. More information is available on the  UAC website .

Undergraduate direct applicants

Because the number of applications from qualified applicants for many Teaching Areas exceeds the quota of places available, you are required to submit a statement, not exceeding 1000 words, addressing the following four questions about your motivation and suitability for teaching. You must answer all four questions to be considered for selection to the course.  Your responses will be used in the selection process.

• Tell us what has inspired you to become a teacher and tell us why you think teaching is a good career choice for you. Describe who and what has inspired you to become a teacher and describe the types of skills and abilities you will bring to teaching.
• Describe one or two leadership, community and/or learning and development activities that you have engaged in. Describe how these leadership, community and/or learning and development activities demonstrate your conscientiousness and coping strategies when you are faced with challenges.
• Describe how you manage your time when you are both planning and coordinating activities in your personal schedule. Provide examples of how you have put both your planning and coordinating skills to use.
• Tell us about one or two times where you have utilised your problem-solving skills to achieve an outcome. Explain what you learned, regardless of whether the outcome you achieved was positive or undesirable.

You need to submit your answers to these questions in a Word document or a PDF. It is recommended, for your own ease, to answer these questions as four separate items.

Postgraduate applicants

If you are applying for one of our Master of Teaching degrees, you will be required to fill out our Master of Teaching supplementary form and upload it to your online application.

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Writing a personal statement for teacher training

These guidelines apply to applications for a PGCE or Schools Direct which are both made through Apply on the .Gov website

Include the following:

• Your reasons for teaching: Avoid clichés like, "I've always wanted to be a teacher".
• Choice of programme: Demonstrate that you have made a well-researched and informed choice. Show your knowledge of Initial Teacher Training providers.
• Knowledge and commitment to the age range you are applying for: If you are applying for both primary and secondary places in the same application, you need to make a strong case for your preferred option.
• Subject specific commitment: Subject tutors read the forms, so if you are applying for secondary it is important to mention this.
• Enthusiasm: Selectors look for clear-headed, informed enthusiasm. You need to demonstrate you understand the demands of the profession. Why would you be a good teacher?
• the national curriculum, national strategies and subject organisations eg The Association of Science Education
• classroom management (behaviour, groups, resources, timing and pastoral care)
• teachers roles and responsibilities
• classroom organisation
• differentiation- special education needs (SEN)
• the role of ICT
• assessment for learning
• awareness of possible gaps - eg if you have a C grade in English and are applying for primary, you need to show that you are willing to polish up
• Mention any geographical restrictions you have, as these may be taken into account.
• Get advice on your personal statement
• Information on routes into teaching

Further advice

• From the Department for Education
• Target Jobs advice on writing your personal statement
• Getting in touch

Careers Service, The University of Manchester

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How to write a teacher personal statement

Your personal statement is your first opportunity to show the school you’re a great fit for the job, and gets you closer to being shortlisted for an interview. The more you show how your skills and interests match the school’s ethos and values, the better. We’ve spoken to a range of teachers to get their top tips for success.

What experience do you have?

Schools want to hear about your trainee experience with different subjects, key stages, types of school, and working with a range of pupils.

Think about your approach to teaching, how you keep pupils engaged, and how you communicate with different kinds of people (children, staff, parents and carers). Ensure you provide evidence for how you have improved student engagement and built positive relationships with pupils.

Schools will be interested in your approach to behaviour management, so think about your go-to strategies.

Are you engaged in teaching theory and research?

Think about any research that has affected your teaching practice. Explain what has worked well and if it didn’t, what you learnt.

Are you up to date on safeguarding statutory guidance?

You need to demonstrate your awareness of the importance of safeguarding and the requirements of Keeping Children Safe in Education . Include any examples of how you worked with a Designated Safeguarding Lead.

What are your skills and qualities?

Are you a well-organised, confident, and motivated teacher? Say it, and provide examples! Schools are looking for great communicators, team players and relationship builders. Make sure you say how you create a positive learning environment, and consider skills like time management, organisation, and flexibility. Schools will also want to know how you overcome challenges.

How can you contribute to wider school life?

Set yourself apart by showing how your hobbies and achievements could contribute to the wider school community. Could you run an after school club or organise school trips?

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Home › University › How To Write A Personal Statement? 10 Tips + Student Questions Answered › How To End A Personal Statement So The Admissions Committee Remembers You

How To End A Personal Statement So The Admissions Committee Remembers You

• Published January 20, 2023

Table of Contents

Students are often unsure of  how to end a personal statement.  A strong conclusion makes all the difference in whether your application gets noticed by admissions officers or not.

If you’ve just finished writing your personal statement and you’re stuck on your ending, then don’t worry! This article will walk you through the essentials of personal statement conclusions.

Avoid writing a tedious and forgettable ending for your personal statement by following these rules.

Talk About Your Main Points

Don’t end your final paragraph by stating what you’ve never mentioned in the body of your personal statement. Remember, the purpose of your conclusion is to  wrap up  the package.

You shouldn’t say, “My experiences kindled my passion for engineering,” if you didn’t mention these “experiences” in the first place!

So actually summarising your key main body points is a great conclusion in many cases.

Summarise Your Key Points In A Simple Way

After reading thousands of personal statements, the admissions committee will be happy to see you concluding your personal statement with a clear summarisation of the vital points. 

Go over your personal statement and jot down the main takeaway of each paragraph. Once you have that list, find a way to integrate them into your conclusion.

You can dedicate a sentence to each key point, tie them all together, and you now have a conclusion that does what it’s supposed to do!

Use Your Key Points To Restate Your Passion For Your Course

If you’re wondering how to end your personal statement using your key points, use them to restate your passion for the course you’re applying for.

Say your key points including your skills and experiences, and wrap them up by saying, “With the [your specific skills] and [your specific experiences] I’ve gained over the years, I’m committed to [mention your course].”

By doing so, you’re hitting two birds with one stone. One, you’re reminding the admissions committee that you have the skill set necessary to succeed in your course. Two, you’re demonstrating your dedication to your desired course.

Double Down On Your “Why”

Another powerful ending is to remind the reader of your “why.” Many students pursue their chosen course because they’re not sure what else to take.

So being clear on your purpose immediately sets you apart from the rest. 

To do this, take the most heart-moving story from the body of your personal statement on what inspired you to apply for your course. Mention the main idea of it in a sentence or two, then end with a “for this reason, I believe pursuing [mention course] is the best way to achieve my [state your why].”

If your course is related to education, perhaps your “why” is to help children learn by allowing them to show how they learn best.

Say you’re writing a medical personal statement . Maybe your “why” is to forward technology that helps safeguard the elderly from falling accidents because you witnessed your grandparent suffer injuries from a fall when you were young.

Doubling down on your “why” shows your conviction and direction on why you’re applying for your course.

Mention The Next Step Of Your Application Process

What’s the next step after the admissions committee accepts your personal statement? For many courses, they’ll call you up for an interview . Go ahead and mention this in your conclusion!

Write along the lines of “I’m looking forward to dedicating myself to this course, and I would love to receive an invitation for the interview.”

The reader will right away recognise that you’ve done your research. You know what the next step should be. You  are  serious about this application!

Make The Universities Excited To Have You As Their Student

Studying at a university is not merely a means to an end. It’s a profound journey in and of itself! You’ll meet new colleagues, form lifelong communities, and discover mentors who will guide you along with your future career.

Think of them when you’re pondering on how to end a personal statement. What can you contribute as a student to make the university a better place? Demonstrate your excitement in meeting them, building relationships with them, and serving them!

A statement as straightforward as “I am eager to establish new, lifelong relationships and use my [mention your skills] to help make the university a better place for learning and community-building.”

Demonstrate Your Willingness To Learn

Universities exist to train and mould students, not the other way around! A little humility goes a long way. Show yours by demonstrating your willingness to learn. Nothing excites teachers more than willing students.

To pull this off, make sure you know what values your course upholds. It could be service, excellence, inclusivity, and so on. State in your conclusion that “I’m looking forward to learning how to embody [write down the course’s values you resonate with], to grow and succeed in [mention your field of study].”

There’s so much value packed in this simple personal statement ending. Tweak it and make it yours!

Avoid Famous Quotes

Many students insert famous quotes from well-known persons when ending their personal statements. Avoid this tactic as much as possible because you’re driving attention  away  from YOU as the applicant.

If you want to include famous quotes, put them at the beginning of your personal statement to grab attention. To keep your reader’s attention focused on you in the end, why not come up with a memorable, relevant quote of your own?

Use The Bookend Strategy

Bookends are sturdy objects placed at either end of upright books to keep them standing. When you translate that into writing, the bookend strategy is when the introduction and conclusion statements connect to support the body between them.

You may start your personal statement with a heart-wrenching story about how you watched your beloved pet die of the wrong diagnosis. Then, for your conclusion, you can call back on this story and state how this event fuels you to pursue veterinary practice.

The bookend strategy is a clean and efficient way how to end your personal statement.

Ask Help From Your Family And Friends

If you’re still stuck on how to end a personal statement, don’t be afraid to ask for help. Approach your family and friends because they know you more than anyone. Read to them the introduction and body of your personal statement.

Ask them what particular line struck them the most. Maybe they know something about you that you missed including in your personal statement. What characteristics do they see in you that will help you succeed in your course?

Gather their answers in one place, and after reading them in one go, you now have a decent idea of what to emphasise in your conclusion statement.

Never State That It’s The “Conclusion” Or “Summary”

The most boring, generic way to end a personal statement is to write “In conclusion” or “In summary.” It’s actually one of the topics we cover in  what not to put in a personal statement .

Avoid this writing style at all costs. A good conclusion statement doesn’t require explicit announcements.

By its style and structure alone, the reader knows immediately they’re about to read a lasting statement. So don’t hesitate to proceed straight to the major points. As long as the conclusion connects seamlessly with the previous paragraph, you’re good to go!

Stay Authentic

Universities hold honesty in high esteem. Show authenticity and honesty in your personal statement beginning with an attention-grabbing introduction to a strong conclusion.

The best way to radiate honesty in your personal statement is to write from the right mindset. When you work on your personal statement, your objective is to show  who you are and demonstrate why you are a worthy candidate for the course .

Don’t try to impress. If you come from that standpoint, you’re more likely to add embellishments. The experienced admissions committee can smell insincere personal statements from a mile away. So stick with who you are and let your personality shine through.

Give Yourself A Break, Then Come Back To It

When working on how to conclude a personal statement, you need to give yourself time. After writing a rough draft of your conclusion statement, take a break and return to it after a few days. 

When you return to it, you’ll be surprised to notice details you haven’t seen before. Edit as you like, and make it better. Keep the old versions of your conclusion at hand so you can readily compare them with your newest, edited text. Compare and choose which one sounds better.

5 Bad Examples For A Personal Statement Conclusion

These are 5 personal statement examples for conclusions that don’t meet the criteria outlined above.

• In this application essay, I have made it clear I am an outstanding candidate for a degree because I think everyone will love my positive attitude and I deserve it.
• In summary, you can see my highlighted qualifications and experience, I know they’re not the best, but I want to stress that my passion for this field is what sets me apart as a candidate. It shouldn’t matter if the others are more qualified or experienced than me.
• Remember the skills I have, that’s really what sets me apart from other students, they don’t have what it takes to break the rules creatively and not follow the book.
• Finally, I would like to thank you for considering me for this opportunity and I hope you will make the right decision by choosing me, otherwise, I may cry and be disappointed.
• As a final note, it’s easy to see how qualified I am for this degree and how I will excel in it – but you should accept me because I’m cool and will get along with everyone else.

5 Amazing Examples Of A Personal Statement Ending

• In conclusion, I am excited about the opportunity to study computer science at this university. My passion for technology, combined with my programming skills and experience, make me an ideal candidate for the program. I am eager to learn from the esteemed faculty and contribute to the research community. I am confident that this program will enable me to achieve my career goals and make a meaningful impact in the field of technology.
• In summary, I have always been fascinated by the human body and its functions. My experience in volunteering in hospitals, combined with my academic record, makes me confident in my ability to handle the rigours of a medical degree. I am excited about the opportunity to study at this esteemed university and to contribute to the field of medicine through research and patient care.
• To wrap things up, I am excited to pursue a degree in Mechanical Engineering at this university. My passion for designing and building, combined with my experience in physics and mathematics, make me confident that I have the knowledge and skills to excel in this program. I am eager to learn from the esteemed faculty and contribute to the field of mechanical engineering through research and innovation.
• Finally, I am honoured to be considered for a law degree at this university. My passion for justice, combined with my research skills and experience, make me an ideal candidate for the program. I am excited about the opportunity to learn from the esteemed faculty and to contribute to the legal field through research and practice.
• As a final note, I am excited to pursue a degree in Environmental Science at this university. My passion for the environment, combined with my experience in environmental research, makes me confident that I have the knowledge and skills to make a meaningful impact in this field. I am eager to learn from the esteemed faculty and contribute to the field through research and conservation efforts.

How Long Should the Conclusion To A Personal Statement Be?

A personal statement conclusion should be 150-200 words long and leave a positive lasting impression on the reader. A UCAS personal statement should be 4000 characters long, making the conclusion 705-940 characters long – this is just a rough estimation based on the average number of characters per word (4.7).

Do You Feel More Confident Writing A Personal Statement Conclusion?

To  end your personal statement  in the best possible way, you need to know the body’s key points. Use them as pillars when deciding which direction your conclusion takes. 

Will you highlight your future goals? Maybe you want to focus on your why? Take the time to decide. And if you’re stuck, don’t hesitate to ask for help from your family and friends so you can leave a lasting impression on the applications committee.

How much did this article help you out? Don’t forget to bookmark this page for future reference!

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A 10-Step Guide to Writing an Outstanding Personal Statement

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Applying to college can be daunting, especially when it comes to writing a personal statement. This essay showcases not just your writing skills but also your unique personality, achievements, and aspirations. Understanding that while grades are crucial, a personal statement often becomes the differentiating factor in your application. To navigate this essential component, we’ve compiled a ten-step guide, replete with examples, to ensure your personal statement leaves a lasting impression on admissions officers.

Applying to college can be a daunting task, especially when it comes to writing a personal statement. This essay not only showcases your writing skills but also highlights your unique personality, achievements, and aspirations. While it may seem unnecessary, tedious, time-consuming, and just another tick-the-box, know that as each application is processed, grades are just one of the criteria of selection, more often than not a personal statement becomes the differentiating factor.

To help you navigate this crucial component of your application, we’ve compiled a ten-step guide, complete with inspiring examples to ensure your personal statement makes a lasting impression on admissions officers.

• Start Early and Brainstorm Begin the process early to give yourself plenty of time to brainstorm. Reflect on your experiences, achievements, and motivations. Think about what makes you unique, both in terms of personality and life experiences.
• Understand the Prompt Make sure you clearly understand what the college is asking for. Each institution may have different prompts or questions. Tailor your response specifically to each prompt, ensuring you answer it fully and directly. Be comprehensive and succinct in your answers, choosing words that convey your candidature the best.
• Create an Outline Draft an outline to organize your thoughts and ensure a coherent flow of ideas. This will help you structure your statement effectively, making sure every part contributes towards presenting a compelling narrative.
• Exhibit, Don’t Tell Use specific examples to demonstrate your qualities and achievements. Instead of stating that you’re a great leader, describe a situation where you demonstrated leadership. This method makes your statement more engaging and believable.
• Focus on Your Strengths While it might be tempting to cover a wide range of subjects, focusing on a few key strengths or experiences can have a stronger impact. Depth over breadth is crucial in personal statements.
• Be Authentic Admissions officers can tell when a statement is genuine. Write honestly about your experiences and passions and let your natural voice shine through. Authenticity is key to making a personal statement stand out.
• Get Feedback After drafting your statement, seek feedback from teachers, mentors, or friends. They can provide insights on clarity, grammar, and the overall impact of your essay. They all have a perspective of you from an external viewpoint, so do not skip this step.
• Revise and Edit Use the feedback to revise your statement. Look for areas where you can clarify your points, eliminate redundancy, and correct grammatical errors. This step is crucial for polishing your final submission.
• Keep It Concise Adhere to the word limit. Being able to express your thoughts concisely and effectively is a skill appreciated by admissions officers.
• Final Review Before submitting, do a final review. Read your statement out loud to catch any remaining errors or awkward phrasing. Make sure it sounds natural and is easy to read.

Examples of Exemplary Personal Statements:

Example 1: The Innovator Jane’s personal statement begins with a vivid description of her tinkering with a broken radio at age eight, which sparked her interest in technology. She intertwines her personal journey with her academic achievements, such as leading her school’s robotics team to a national competition. Jane uses specific examples, like designing a new robot navigation system, to demonstrate her passion and skill in engineering.

Example 2: The Community Leader John opens his statement with a powerful recount of organizing community relief efforts during a local flood. Highlighting his role in mobilizing volunteers and coordinating with local authorities, he demonstrates strong leadership and commitment to his community. His narrative includes feedback from the community and the personal growth he experienced, providing a well-rounded view of his character.

Example 3: The Attentive Listener Emma’s personal statement explores her profound appreciation for music and its role in shaping her interpersonal connections. She describes an afternoon spent sharing playlists with a group of international students, which turned into a deep discussion about cultural expressions through music. This experience not only highlights her listening skills but also illustrates her ability to forge meaningful relationships through shared interests.

Example 4: The Compassionate Leader David writes about his high emotional quotient and how it spurred him to lead a community initiative focused on animal welfare. His personal statement recounts organizing local workshops to educate people about animal kindness and launching a successful campaign for a local shelter. David’s story reflects his empathy and leadership in translating compassion into actionable community improvement.

Commentary: Every life is extraordinary; it’s how you narrate your story that captures the reader’s eye. Your personal statement should reflect your unique experiences and aspirations.

Conclusion: In crafting your personal statement, remember, you don’t have to be extraordinary in the usual sense—honesty and transparency are key. Be a dreamer of the art of the possible; dream as big as you can and let those dreams articulate themselves in your words. This approach not only reveals your true self to admissions officers but also shows your potential to contribute meaningfully to their academic community.

Call to Action: Start your adventure today! Use these steps as your guide to find the university that best fits your future goals. Dream big and achieve even bigger.

A 10-Step Guide to Picking the Right University

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Use  Cal State Apply  to apply and be sure to complete all components of the application by the published deadline.

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Please refer the tutorial on the  GSO Tips and Tutorials for Applying website  for tips on filling out these sections of Cal State Apply. Please also refer below for detailed information for what documents to submit for the program materials.

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For technical assistance with  Cal State Apply , please contact the Cal State Apply Help Desk: (857) 304-2087, via  email , or visit the  Cal State Apply Applicant Help Center . Cal State Apply Application Support is available Monday – Friday, 6:00AM – 5:00PM PT.

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Introducing recipients of the 2024 Northwestern Schapiro Award

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The recipients of this year’s Morton Schapiro Distinguished Secondary School Teacher Award are five educators hailing from as close as Wisconsin to as far away as Brazil.

Given annually to five teachers based on nominations submitted by graduating Northwestern seniors, the Northwestern Schapiro Award honors excellent high school teachers from around the world for their professional and personal commitment to students. The awards carry a stipend of $5,000 for each teacher and $5,000 for each of their high schools.

The 2024 Schapiro Award recipients are Lauren Baugher, Ryne Emerick, Leon Grant, Shawn Gudmunsen and Flávia Twardowski. They will be honored during Northwestern’s 166th Commencement Ceremony on Sunday, June 9, with the award named for Morton Schapiro, the 16th president of Northwestern.

Sponsored by the Office of the President with cooperation from the School of Education and Social Policy (SESP) and supported by the Associated Student Government, the award recognizes the transformative power of teachers in our lives and communities.

To choose winners, a selection committee — comprising Northwestern faculty, staff and students and chaired by Rebekah Stathakis, curriculum and assessment coordinator and instructor, Master of Science in Education program, SESP — considers essays from graduating seniors about their former high school teachers. Nominated teachers also submit letters of recommendation and teaching portfolios, which explain their philosophies on education.

“This year’s honorees not only built the foundation for their students’ success at Northwestern but also did so during a pandemic that wreaked havoc on their transitions from high school to university life,” Northwestern President Michael Schill said. “It will give me great pleasure to celebrate these outstanding educators and the students they inspired during this year’s special commencement at the United Center.”

Lauren Baugher

Newton North High School, Newton, Massachusetts

Whether on the softball field or in the gym at Newton North High School in Massachusetts, Lauren Baugher strives to make her students feel safe and empowered.

“As a teacher, my goal is to make every student feel comfortable and that they are seen and heard,” Baugher said.

Anabel Marre, a senior in the Weinberg College of Arts and Sciences, said she began high school as a nervous freshman but Baugher immediately made her feel comfortable.

“Over the course of my four years at Newton North, Baugher’s guidance and mentorship was a constant and helped me grow into the empowered young woman I was at the end of high school,” Marre said.

Baugher teaches physical education, health and wellness. Beyond her role in the classroom, she engages with the Newton community through coaching various sports teams and creating youth sports programs. She believes in the proverb, “It takes a village to raise a child,” emphasizing the importance of collaboration among teachers, parents and the community to support student success.

Marre took advantage of a leadership opportunity when Baugher tapped her to coach a field hockey program for K-8 students. Coaching helped Marre gain not only leadership experience but confidence.

Baugher has been a leader in anti-racism efforts within her school, promoting equity in education by devising an anti-bias grading policy and becoming a mentor trained in combatting stereotype threat. Baugher's commitment to creating a safe and inclusive environment is unwavering, as she actively listens to her students’ concerns and advocates on their behalf, Marre said.

“Baugher worked tirelessly to make sure every student at Newton North had a comprehensive understanding of their own health and wellness and felt comfortable and safe in their own identity,” Marre said.

Ryne Emerick

Lebanon High School, Lebanon, Missouri

Emily Lester, now a senior in the School of Education and Social Policy (SESP), remembers asking her high school science teacher Ryne Emerick why he transformed study hall once a week into “Waffle Wednesday.” Emerick said that he knew the camaraderie of making and enjoying waffles together would pay off and that students would be more comfortable having conversations about science and asking tough questions.

Lester took many of Emerick’s values and lessons with her to Northwestern.

“Mr. Emerick’s teaching untraditional ways of learning and creating the conditions to learn from failure has impacted how I view my college experience and my work throughout SESP.” 

Seeking ways to create community and elevate learning, Emerick transformed an underused computer lab at the rural Lebanon High School in Missouri into research laboratory space. The new science research program would become a pathway for students at all levels of science education to explore their own research questions.

When he read about students at a neighboring, wealthier school district participating in science competitions, Emerick asked, “Why not our kids too?” He worked with professionals in the private sector, professors and lab scientists to design a program supporting students with limited resources. The class began with just six students entering state competitions and eventually resulted in students placing at international competitions and regularly communicating with professors and other experts in their fields.

“Creativity is the heart of our program at Lebanon High School in that it provides students with the opportunity to drive their scientific research projects and create unconventional pathways for students,” Emerick said. “By empowering our students to take ownership of their research, they develop skills such as critical thinking, problem-solving and communication.”

As she approaches graduation at Northwestern, Lester fondly remembers “Waffle Wednesdays” and the opportunities Emerick provided to learn in untraditional ways.

Marietta High School, Marietta, Georgia

Leon Grant, an engineering and technology teacher at Marietta High School in Georgia, is tireless in his pursuit of new learning opportunities for his students, which is why he says that “teaching is like being a guide on an exciting expedition.”

Marcos Rios, a senior at the McCormick School of Engineering, said that Grant taught him to design with the goal of solving problems with a community, instead of for a community.

“I’m thankful every day for the way that he taught me to approach problems, and I’m grateful I can still lean on him for advice,” Rios said.

Project-based learning, Grant said, leads students to confront challenges that call upon their creativity. Grant invites students to present with him at conferences, organizes Saturday family trips to the Atlanta Science EXPO, and connects students to summer STEM internships and apprenticeships. He engages industry professionals as mentors and schedules guest speakers from institutions such as Lockheed Martin and Georgia Tech Research Institute, exposing students to the real-world applications of engineering.

Grant understands that for his students to embrace such opportunities, he must embrace and acknowledge his students’ diversity, making lessons accessible across cultural differences. He helps students take advantage of available resources and takes his classes to meet with college counseling, career counseling, and social and emotional support staff at their student life center.

For Grant, one of the most rewarding parts of teaching is seeing his students participating at the highest levels at engineering and technology competitions, and another is each time an alum returns to mentor younger students.

“I feel that same responsibility to pass that on to future engineers,” Rios said. “I will always be thankful for him.”

Shawn Gudmunsen

St. Croix Falls High School, St. Croix Falls, Wisconsin

Shawn Gudmunsen of St. Croix Falls, Wisconsin, believes in the power of music education and its ability to improve his students’ lives.

Andrew Opel, now a senior at McCormick, was one of those students. He remembers his first-ever theatrical production. He landed the main role in his high school musical and was incredibly nervous. Before hitting the stage, Gudmunsen reassured Opel, giving him the added confidence he needed. “He connected with me and made me feel seen and worthy,” Opel said. “You’d better believe I nailed the performance after that.”

Gudmunsen has transformed the music program at St. Croix Falls High School by drawing in a record number of students, creating a new fine arts center and introducing mental health research into the music curriculum. Studying the benefits of music on mental health led Gudmunsen to use music as a “means to help students understand their own mental health and become more aware of how to help themselves,” he said.

For Opel, Gudmunsen was more than a teacher — he was a role model. He credits his former teacher for instilling a love for music that will always be a part of his life.

“It is in this way that he interacts with all his students — a deep connection conveying not only a passion for music, but also for their health and well-being,” Opel said.

Gudmunsen is also seen as a leader in the community, championing initiatives including a collaboration with Hope North, a school in Uganda that supports children — through music and dance — who are victims of human trafficking. He has been recognized with prestigious awards such as the Kohl Fellowship and the Wisconsin School Music Association’s Teacher of the Year award that honor his exemplary contributions to music education, including his research-based curriculum, the Music and Mental Health Teacher Toolkit.

Flávia Twardowski

Federal Institution of Rio Grande do Sul – IFRS Campus Osório, Osório, Brazil

Flávia Twardowski teaches manufacturing and engineering at Federal Institution of Rio Grande do Sul in Osório, Brazil, and said that she is “driven by the desire to inspire a love for science that extends beyond the classroom.”

Juliana Estradioto, a senior at McCormick, said that Twardowski instilled in her a sense of resilience and determination that to this day drives her passion for research and education.

Estradioto has many fond memories of Twardowski as her teacher. She recalled Twardowski contacting area institutions to let them use their lab facilities to do science experiments and driving Estradioto to the labs in their state capital. Their weekend trips to collect samples were always aided by chimarrao (a yerba mate drink) and Brazilian cheese bread.

“She not only willingly dedicated extra time outside of her duties to provide additional guidance, but she was always happy to be there for us, her students,” Estradioto said.

When Twardowski became a teacher, she left her hometown of Porto Alegre, a state capital in southern Brazil, and moved to the coastal region of Osório where education levels were low. In her new home, she understood that in teaching science she could make school more appealing to her students. She started with project-based learning, charging students with finding an issue within their community and coming up with a solution.

“In this context, my role as a teacher stands out because students are transformed throughout this process,” Twardowski said. “I work with them to recognize that mistakes are important for knowledge construction and for developing effective solutions; it is an integral part of knowledge building.”

Recognizing the challenge of making school attractive to students, particularly in underserved communities, Twardowski leverages science as a means of engagement and empowerment. While her students take on real-world issues, Twardowski encourages her students to create, to learn and even to fail.

“I am confident that she will continue to inspire and shape the lives of future students, just as she has done for me,” Estradioto said.

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7 chatgpt prompts to land you that leadership role in education.

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7 ChatGPT Prompts When Applying For A Leadership Role In Education

Becoming a leader in education is a career milestone that demands thorough preparation.

You must be able to articulate a clear vision, demonstrate a deep understanding of leadership and show your ability to drive school success through strategic planning and colleague engagement. The following ChatGPT prompts are designed to help teachers refine their interview skills, craft compelling personal statements and develop a robust leadership strategy. Each prompt is tailored to address critical aspects of the preparation process.

Get this right and present yourself as the well-rounded, confident and capable leaders you are.

1. Role Play The Interview

Using ChatGPT for this purpose can help you practice responses to potential questions. This will allow you to refine your answers and build confidence. It is an opportunity to receive constructive feedback, so you can improve your communication skills.

"I am preparing for an educational leadership interview. Act as the interviewer and ask me a series of questions about my experience, my leadership philosophy, and how I handle specific challenges in an educational setting. After each response, provide detailed feedback and suggestions for improvement. Focus on questions that test my strategic thinking and ability to lead a team."

ChatGPT: "Can you describe a time when you had to manage a conflict between staff members? How did you handle it and what was the outcome?"

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You: "In my current job, two colleagues disagreed over resource allocation. I arranged a meeting and listened to their concerns. I was able to facilitate a meaningful discussion to reach a consensus. The solution improved team collaboration."

ChatGPT Feedback: "Good job facilitating a discussion and reaching a consensus. Next time, highlight any specific conflict resolution techniques you used such as active listening or mediation to show a deeper understanding of conflict management."

2. Drafting A Resume

Your resume will stand out when it clearly highlights specific achievements and quantifies results.

Demonstrating your tangible impact is crucial. Using a clean, professional format with well-organized sections makes the document easy to read and visually appealing.

"Help me draft a resume tailored for an educational leadership position. Include sections for professional summary, work experience, education, skills and certifications. Emphasize my leadership accomplishments, my impact on student outcomes and my experience with school administration. Use bullet points and highlight the special projects or initiatives I led. Ask me questions that will help make this an accurate and outstanding resume.”

3. Writing A Personal Statement

A personal statement that aligns with the job specifications and provides concrete examples is crucial. It will show your suitability for the role and demonstrate that your past experiences have prepared you to meet the specific needs of your new role. This will make your application stand out.

"Assist me in writing a personal statement for an educational leadership role that aligns with the job specifications. Emphasize my leadership experience, vision for the school and how my skills and accomplishments meet the requirements. Include examples of past successes and describe how I plan to contribute to the school's future success. Ask me questions that will help make this an accurate and outstanding resume."

4. Articulating Your Vision for Leadership

This will demonstrate your ability to inspire and guide the school community. It will foster a sense of purpose and direction. It makes you a compelling candidate for driving positive change and achieving long-term success.

"Help me articulate my vision for the educational leadership role I am applying for. Focus on my goals for academic excellence, staff development and community involvement. Include specific strategies and initiatives I plan to implement to achieve these goals."

Example Interaction:

ChatGPT: "My vision as an educational leader is to create a nurturing environment where every student can achieve academic excellence. I aim to implement professional development programs that empower teachers and foster a collaborative community that actively engages parents and local stakeholders. Specific strategies include introducing data-driven instruction, expanding extracurricular activities and building partnerships with local businesses to enhance educational opportunities."

5. Understanding Key Leadership Concepts

Understanding key educational leadership concepts will enable you to articulate your vision and approach to improving teaching and learning. It allows you to provide examples of how you have applied these concepts, showcasing your practical experience and impact on student outcomes.

"Explain key concepts and trends in educational leadership. Provide examples of how these can be applied in a school setting and how I can discuss them effectively during my interview. Ask me questions that will help make this an accurate and outstanding resume."

6. Developing a Strategic Plan

Developing a strategic plan to refer to in your interview will be very impressive. It demonstrates your ability to set clear, long-term goals and align resources to achieve them. It provides concrete evidence of your commitment to improving educational outcomes and your proactive approach to leadership.

"Guide me through developing a strategic plan for a school. Outline the steps and include key components such as vision, mission, goals, action plans and evaluation methods. Provide examples of how to set realistic goals and measure progress."

ChatGPT: "Step 1: Define the vision and mission of the school. Step 2: Identify strategic goals such as improving literacy rates and increasing student engagement. Step 3: Develop action plans for each goal detailing specific activities, responsible parties and timelines. Step 4: Establish evaluation methods to monitor progress and make adjustments as needed. For example, to improve literacy rates, set a goal of increasing reading proficiency by 15% over three years. Implement reading intervention programs, provide professional development for teachers and use standardized test scores to measure progress."

7. Reflecting on Your Personal Leadership Style

This will help you understand your strengths and areas for growth. This allows you to effectively communicate your value. This self-awareness also enables you to align your leadership approach with the school's vision and culture.

"Help me reflect on my personal leadership style and how it aligns with the needs of the school I am applying to. Provide examples of leadership styles (e.g., transformational, transactional and situational) and their impact on school culture and performance. Guide me in identifying my leadership strengths and areas for growth."

ChatGPT: "Reflect on whether your leadership style is transformational, transactional or situational. For instance, a transformational leader who inspires and motivates staff might be ideal for a school needing significant cultural change. Discuss how your style has positively impacted previous schools and how it aligns with the current school's goals. Identify strengths such as effective communication and decision-making and areas for growth such as delegating responsibilities or managing change."

These ChatGPT prompts can help you prepare for an educational leadership role. By practicing interview scenarios, drafting key documents and reflecting on leadership concepts, you can approach your interview with increased confidence and clarity.

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70 years after brown v. board of education, new research shows rise in school segregation.

As the nation prepares to mark the 70th anniversary of the landmark U.S. Supreme Court ruling in Brown v. Board of Education , a new report from researchers at Stanford and USC shows that racial and economic segregation among schools has grown steadily in large school districts over the past three decades — an increase that appears to be driven in part by policies favoring school choice over integration.

Analyzing data from U.S. public schools going back to 1967, the researchers found that segregation between white and Black students has increased by 64 percent since 1988 in the 100 largest districts, and segregation by economic status has increased by about 50 percent since 1991.

The report also provides new evidence about the forces driving recent trends in school segregation, showing that the expansion of charter schools has played a major role.  

The findings were released on May 6 with the launch of the Segregation Explorer , a new interactive website from the Educational Opportunity Project at Stanford University. The website provides searchable data on racial and economic school segregation in U.S. states, counties, metropolitan areas, and school districts from 1991 to 2022. 

“School segregation levels are not at pre- Brown levels, but they are high and have been rising steadily since the late 1980s,” said Sean Reardon , the Professor of Poverty and Inequality in Education at Stanford Graduate School of Education and faculty director of the Educational Opportunity Project. “In most large districts, school segregation has increased while residential segregation and racial economic inequality have declined, and our findings indicate that policy choices – not demographic changes – are driving the increase.” 

“There’s a tendency to attribute segregation in schools to segregation in neighborhoods,” said Ann Owens , a professor of sociology and public policy at USC. “But we’re finding that the story is more complicated than that.”

Assessing the rise

In the Brown v. Board decision issued on May 17, 1954, the U.S. Supreme Court ruled that racially segregated public schools violated the Equal Protection Clause of the Fourteenth Amendment and established that “separate but equal” schools were not only inherently unequal but unconstitutional. The ruling paved the way for future decisions that led to rapid school desegregation in many school districts in the late 1960s and early 1970s.

Though segregation in most school districts is much lower than it was 60 years ago, the researchers found that over the past three decades, both racial and economic segregation in large districts increased. Much of the increase in economic segregation since 1991, measured by segregation between students eligible and ineligible for free lunch, occurred in the last 15 years.

White-Hispanic and white-Asian segregation, while lower on average than white-Black segregation, have both more than doubled in large school districts since the 1980s. 

Racial-economic segregation – specifically the difference in the proportion of free-lunch-eligible students between the average white and Black or Hispanic student’s schools – has increased by 70 percent since 1991. 

School segregation is strongly associated with achievement gaps between racial and ethnic groups, especially the rate at which achievement gaps widen during school, the researchers said.  

“Segregation appears to shape educational outcomes because it concentrates Black and Hispanic students in higher-poverty schools, which results in unequal learning opportunities,” said Reardon, who is also a senior fellow at the Stanford Institute for Economic Policy Research and a faculty affiliate of the Stanford Accelerator for Learning . 

Policies shaping recent trends 

The recent rise in school segregation appears to be the direct result of educational policy and legal decisions, the researchers said. 

Both residential segregation and racial disparities in income declined between 1990 and 2020 in most large school districts. “Had nothing else changed, that trend would have led to lower school segregation,” said Owens. 

But since 1991, roughly two-thirds of districts that were under court-ordered desegregation have been released from court oversight. Meanwhile, since 1998, the charter sector – a form of expanded school choice – has grown.

Expanding school choice could influence segregation levels in different ways: If families sought schools that were more diverse than the ones available in their neighborhood, it could reduce segregation. But the researchers found that in districts where the charter sector expanded most rapidly in the 2000s and 2010s, segregation grew the most. 

The researchers’ analysis also quantified the extent to which the release from court orders accounted for the rise in school segregation. They found that, together, the release from court oversight and the expansion of choice accounted entirely for the rise in school segregation from 2000 to 2019.

The researchers noted enrollment policies that school districts can implement to mitigate segregation, such as voluntary integration programs, socioeconomic-based student assignment policies, and school choice policies that affirmatively promote integration. 

“School segregation levels are high, troubling, and rising in large districts,” said Reardon. “These findings should sound an alarm for educators and policymakers.”

Additional collaborators on the project include Demetra Kalogrides, Thalia Tom, and Heewon Jang. This research, including the development of the Segregation Explorer data and website, was supported by the Russell Sage Foundation, the Robert Wood Johnson Foundation, and the Bill and Melinda Gates Foundation.   

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PERSONAL STATEMENT EXAMPLE Physical Education Personal Statement

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Explore a top 10 uni for Sports Science courses (GUG, 2024)

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Physical Education Personal Statement

An active lifestyle has fuelled my passion for Physical Education (PE). Physical activity has played a large part in my life from dancing to competitive swimming I have always enjoyed taking part in sport and the feeling of well-being it brings.

Since starting high school it's been my ambition to become a PE Teacher. I enjoy working with people, encouraging them to participate in physical activity helping to promote a sense of confidence, well-being and achievement. To help achieve my ambition I have sought to learn as much as I can about sports coaching both academically and practically; taking a Higher in PE and taking part in activities to help to build leadership, life and technical skills. I volunteered at my local YMCA from age 13 to 16. As a Youth Worker I ran the gym for young people (aged 12 to 18) providing inductions, demonstrations and developing personal fitness plans. I've run drop-in sessions providing counselling and support helping young people with some of the issues they faced in their day-to-day lives. For my work I was awarded the Saltire Award from John Swinney MSP for 500 hours volunteering. I coach Netball for 1st to 5th Year after school as well a running the Basketball club during lunchtime, whilst this is done in my own time it is very rewarding. I am also an Active Schools Young Sport Ambassador for my school, specialising in Basketball. The Young Ambassadors programme has led to me attaining qualifications in First Aid, Disability Inclusion Training, Young Sports Leaders and Child Protection. I have been trained to handle the day to day situations I may find myself in when I am working in schools as a coach. I have experience in promoting sports and awareness as part of community charity work. I organised a netball match between pupils and teachers for the benefit of St. Andrews Hospice (one of our school charities I am an ambassador for). This was a great event promoting awareness of netball, our school team; whilst raising funds for a very worthwhile cause.

This year I have had the opportunity to take 1st and 2nd Year PE classes each week. This has allowed me to put into action the skills and experiences I have in the environment I want to work in - a high school sports department, planning and delivering lessons. I have also worked with local primary schools as an Active Schools Co-ordinator to organise sports coaching sessions for the pupils. These experiences were quite different and have provided great insight and learning experiences. They have reinforced the passion I have to work with young people. I am a school Prefect taking a lead in school activities, acting as a role model for the other pupils in the school. This role brings a lot of responsibility and allows me to provide and demonstrate leadership in a variety of situations.

Outside of school my hobbies are physical fitness and music - playing both the guitar and bagpipes. I have had the privilege of being part of the North Lanarkshire Schools Pipe Band and playing at the Royal Concert Hall in Glasgow and taking part in the World Pipe Band Championship (achieving a first place for our grade). I also work part-time for Greggs. Working in a fast paced retail environment over the past year has helped me to develop good organisational skills, work with others to achieve goals and develop my customer service skills (I have won several mystery shopper awards for my work).

In conclusion I am confident and hard-working individual. I have worked hard to amass the academic, technical and life skills to achieve my ambition to attend University and get the opportunity to pursue my ambition to teach PE. I believe I have both the attitude and aptitude to thrive in a vibrant university environment.

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Outstanding scientists elected as Fellows of the Royal Society

Over 90 exceptional researchers from across the world have this year been elected to the Fellowship of the Royal Society , the UK’s national academy of sciences.

Recognised for their invaluable contributions to science, the elected Fellows are leaders in their fields. They include the Nobel laureate, Professor Emmanuelle Charpentier; an Emmy winner, Dr Andrew Fitzgibbon (for his contributions to the 3D camera tracker software “boujou”); and the former Chief Medical Advisor to the US President, Professor Anthony Fauci.

Drawn from across academia, industry and wider society, the new intake spans disciplines as varied as pioneering treatments for Huntington’s Disease, developing the first algorithm for video streaming, generating new insights into memory formation, and studying the origins and evolution of our universe.

Sir Adrian Smith, President of the Royal Society, said:

“I am pleased to welcome such an outstanding group into the Fellowship of the Royal Society.

“This new cohort have already made significant contributions to our understanding of the world around us and continue to push the boundaries of possibility in academic research and industry.

“From visualising the sharp rise in global temperatures since the industrial revolution to leading the response to the Covid-19 pandemic, their diverse range of expertise is furthering human understanding and helping to address some of our greatest challenges.

“It is an honour to have them join the Fellowship.”

Statistics about this year’s intake of Fellows:

• 30% of this year’s intake of Fellows, Foreign Members and Honorary Fellows are women
• New Fellows have been elected from 23 UK institutions, including The University of Nottingham, British Antarctic Survey, University of Strathclyde and the Natural History Museum
• They have been elected from countries including Brazil, China, Japan, Mexico and Singapore

The full list of the newly elected Fellows and Foreign Members of the Royal Society is, in alphabetical order:

New Fellows

Professor Simon Aldridge FRS Professor of Chemistry, Inorganic Chemistry Laboratory, University of Oxford

Professor Sir John Aston Kt FRS Harding Professor of Statistics in Public Life at Statistical Laboratory, Department of Pure Mathematics and Mathematical Statistics, University of Cambridge

Professor Frances Balkwill OBE FMedSci FRS Professor of Cancer Biology, Centre for Tumour Microenvironment, Barts Cancer Institute, Queen Mary University of London

Dr David Bentley OBE FMedSci FRS Former Vice President and Chief Scientist, Illumina Inc

Dr David Bentley FRS Professor, Department of Biochemistry and Molecular Genetics and Co-Director, RNA Bioscience Initiative, Anschutz Medical School, University of Colorado Denver, USA

Professor Donna Blackmond FRS John C. Martin Endowed Chair in Chemistry, Department of Chemistry, Scripps Research, USA

Professor Sarah-Jayne Blakemore FBA FMedSci FRS Professor of Psychology and Cognitive Neuroscience, Department of Psychology, University of Cambridge

Professor Helen Blau FRS Donald E and Delia B Baxter Foundation Professor and Director, Baxter Laboratory for Stem Cell Biology, Stanford University School of Medicine, USA

Professor Martin Blunt FREng FRS Professor of Flow in Porous Media, Department of Earth Science and Engineering, Imperial College London

Professor Daniel Bradley FRS Professor of Population Genetics, Trinity College Dublin

Professor Emmanuel Breuillard FRS Professor of Pure Mathematics, Mathematical Institute, University of Oxford

Sir Philip Campbell FRS Editor Emeritus, Nature

Professor Brian Cantor CBE FREng FRS Visiting Professor, Department of Materials, University of Oxford and Professor and Senior Advisor, Brunel Centre for Advanced Solidification Technology (BCAST), Brunel University London

Professor Kenneth Carslaw FRS Professor of Atmospheric Science, School of Earth and Environment, University of Leeds

Dr Andrew Carter FRS Programme Leader, Structural Studies Division, MRC Laboratory of Molecular Biology

Professor Patrick Chinnery FMedSci FRS Professor of Neurology, Department of Clinical Neurosciences, University of Cambridge

Professor Yanick Crow FMedSci FRS Professor and Programme Leader, MRC Human Genetics Unit, University of Edinburgh and Institute Imagine, Université Paris, France

Professor Barry Dickson FRS Professorial Research Fellow, Queensland Brain Institute, Australia

Professor Jo Dunkley OBE FRS Professor of Physics and Astrophysical Sciences, Departments of Physics and Astrophysical Sciences, Princeton University, USA

Professor Aled Edwards FRS Temerty Nexus Chair in Health Innovation and Technology, Structural Genomics Consortium, University of Toronto, Canada

Professor Paul Elliott CBE FMedSci FRS Professor of Epidemiology and Public Health Medicine, Imperial College London

Dr Alan Evans FRS Distinguished James McGill Professor of Neurology, Departments of Neurology and Psychiatry, McGill University, Canada

Professor Rebecca Fitzgerald FMedSci FRS Professor of Cancer Prevention and Director, Early Cancer Institute, University of Cambridge

Dr Andrew Fitzgibbon FREng FRS Engineering Fellow, Graphcore Ltd

Professor Michael Garrett FRS Sir Bernard Lovell Chair of Astrophysics and Director of Jodrell Bank Centre for Astrophysics (JBCA), Department of Physics and Astronomy, University of Manchester

Professor Toby Gee FRS Professor, Department of Mathematics, Imperial College London

Professor Nigel Goldenfeld FRS Chancellor's Distinguished Professor of Physics, Department of Physics, University of California San Diego, USA

Professor Anjali Goswami FRS Research Leader in Evolutionary Biology, Natural History Museum, London and President of the Linnean Society of London

Professor Maria Harrison FRS William H. Crocker Professor, Boyce Thompson Institute for Plant Research and Adjunct Professor, Cornell University, USA

Professor Richard Hartley FRS Emeritus Distinguished Professor, College of Engineering, Computing and Cybernetics, The Australian National University, Australia

Professor Laura Herz FRS Professor of Physics, Department of Physics, University of Oxford

Professor David Hodell FRS Woodwardian Professor of Geology and Director, Godwin Laboratory for Palaeoclimate Research, Department of Earth Sciences, University of Cambridge and fellow of Clare College

Professor Saskia Hogenhout FRS Group Leader, John Innes Centre

Sir Peter Horby Kt FMedSci FRS Moh Family Foundation Professor of Emerging Infections and Global Health, Nuffield Department of Medicine and Director, Pandemic Sciences Institute, University of Oxford

Professor Richard Jardine FREng FRS Professor of Geomechanics, Department of Civil and Environmental Engineering, Imperial College London, Imperial College Proconsul and Visiting Professor, Zhejiang University, China

Professor Heidi Johansen Berg FRS Professor of Cognitive Neuroscience, Nuffield Department of Clinical Neurosciences, University of Oxford

Mr Simon Knowles FRS CTO and EVP engineering, Graphcore

Professor David Komander FRS Head, Ubiquitin Signalling Division, Walter and Eliza Hall Institute of Medical Research (WEHI) and Professor, Department of Medical Biology, University of Melbourne, Australia

Professor Daniela Kühn FRS Mason Professor of Mathematics, School of Mathematics, University of Birmingham

Professor Eric Lauga FRS Professor of Applied Mathematics, Department of Applied Mathematics and Theoretical Physics, University of Cambridge

Professor Chwee Lim FRS NUS Society Chair Professor, Institute for Health Innovation & Technology, National University of Singapore, Singapore and NUS Society Chair Professor, Department of Biomedical Engineering, College of Design and Engineering, National University of Singapore

Professor Duncan Lorimer FRS Professor of Physics and Astronomy, Department of Physics and Astronomy, West Virginia University, USA

Professor Douglas MacFarlane FRS Sir John Monash Distinguished Professor, School of Chemistry, Monash University, Australia

Professor Barbara Maher FRS Professor Emerita of Environmental Magnetism, Lancaster Environment Centre, Lancaster University

Professor George Malliaras FRS Prince Philip Professor of Technology, Department of Engineering, University of Cambridge

Professor Ivan Marusic FRS Pro Vice-Chancellor and Redmond Barry Distinguished Professor, University of Melbourne, Australia

Professor Tamsin Mather FRS Professor of Earth Sciences, Department of Earth Sciences, University of Oxford

Professor Stephen McGrath FRS Discovery Leader in Sustainable Soils and Crops, Rothamsted Research

Professor Patricia Monaghan FRS Regius Professor of Zoology, School of Biodiversity, One Health and Veterinary Medicine, University of Glasgow

Professor Graham Moore FRS Director, The John Innes Centre

Professor Francis Nimmo FRS Professor of Planetary Sciences, Department of Earth and Planetary Sciences, University of California Santa Cruz, USA

Professor Sarah Otto FRS Professor, Department of Zoology, University of British Columbia, Canada

Professor Adrian Owen OBE FRS Professor in Cognitive Neuroscience and Imaging, University of Western Ontario, Canada

Professor Lloyd Peck FRS Science Leader, British Antarctic Survey, Cambridge

Professor José Penadés FRS Professor of Microbiology, Centre for Bacterial Resistance Biology, Department of Infectious Disease, Imperial College London

Professor Sir Andrew Pollard FMedSci FRS Ashall Professor of Infection and Immunity, Director of the Oxford Vaccine Group and Consultant in Paediatric Infectious Disease, Department of Paediatrics, University of Oxford

Professor Oscar Randal-Williams FRS Sadleirian Professor of Pure Mathematics, Department of Pure Mathematics and Mathematical Statistics, University of Cambridge

Professor Keith Ridgway CBE FREng FRS Senior Executive – Manufacturing, University of Strathclyde

Professor Tom Rodden FRS Pro-Vice-Chancellor and Professor of Interactive Computing, School of Computer Science, Nottingham University

Professor Stuart Rowan FRS Barry L MacLean Professor of Molecular Engineering, Pritzker School of Molecular Engineering and Department of Chemistry, University of Chicago, USA and Chemical Sciences and Engineering Division, Argonne National Laboratory, USA

Mr Simon Segars FRS Former CEO, Arm Holdings PLC. Board member Dolby Labs Inc, Vodafone Group PLC, Edge Impulse Inc, and Board Chair, Silicon Quantum Computing Pty

Professor Yang Shi FRS Professor of Epigenetics and Member, Ludwig Institute for Cancer Research, University of Oxford

Professor Lorraine Symington FRS Harold S Ginsberg Professor of Microbiology and Immunology, Columbia University, USA

Professor Sarah Tabrizi FMedSci FRS Professor of Clinical Neurology and Neurogenetics, Department of Neurodegenerative Disease, UCL Queen Square Institute of Neurology, University College London

Professor Patrick Unwin FRS Professor of Chemistry and Head, Department of Chemistry, University of Warwick

Professor Mihaela van der Schaar FRS John Humphrey Plummer Professor of Machine Learning, Artificial Intelligence and Medicine, Departments of Applied Mathematics and Theoretical Physics, Engineering and Medicine, University of Cambridge

Professor Bart Vanhaesebroeck FRS Professor of Cell Signalling, Research Department of Oncology, Cancer Institute, Faculty of Medical Sciences, University College London

Professor Glynn Winskel FRS Professor of Computer and Information Science, University of Strathclyde

Professor William Wisden FMedSci FRS Chair of Molecular Neuroscience, Department of Life Sciences, Imperial College London

Professor Xiaodong Zhang FRS Professor, Faculty of Medicine, Imperial College London and The Francis Crick Institute

New Honorary Fellows

Professor Kwame Anthony Appiah FRS Silver Professor of Philosophy and Law, New York University, USA

Lord Anthony Hughes PC FRS Former Judge, UK Supreme Court

New Foreign Members

Professor Yakir Aharonov ForMemRS Distinguished Professor of Theoretical Physics, Institute for Quantum Studies and Faculty of Physics, Schmid College of Science, Chapman University, USA and Professor Emeritus, Tel Aviv University, Israel

Dr Adriaan Bax ForMemRS NIH Distinguished Investigator and Chief of the Section of Biophysical NMR Spectroscopy, National Institutes of Health, USA

Professor Rene Bernards ForMemRS Professor of Molecular Carcinogenesis, Division of Molecuar Carcinogenesis, The Netherlands Cancer Institute, Netherlands

Professor Emily A. Carter ForMemRS Associate Laboratory Director and Gerhard R Andlinger Professor in Energy and the Environment, Princeton Plasma Physics Laboratory and Princeton University, USA

Professor Emmanuelle Charpentier ForMemRS Scientific and Managing Director, Max Planck Unit for the Science of Pathogens, Germany

Professor Patrick Cramer ForMemRS President, Max Planck Society and Director, Department of Molecular Biology, Max Planck Institute for Multidisciplinary Sciences, Germany

Professor Ingrid Daubechies ForMemRS James B Duke Professor, Department of Mathematics and Department of Electrical and Computer Engineering, Duke University, USA

Professor Anthony Fauci ForMemRS Distinguished University Professor, Georgetown University School of Medicine, and the McCourt School of Public Policy

Professor Thomas Henzinger ForMemRS Professor, Institute of Science and Technology Austria

Professor Ruth Lehmann ForMemRS Director and President, Whitehead Institute and Professor, Department of Biology, Massachusetts Institute of Technology

Dr Susana Magallón ForMemRS Senior Research Scientist and Director, Institute of Biology, Universidad Nacional Autónoma de México (UNAM), Mexico

Professor Michael Mann ForMemRS Presidential Distinguished Professor, Department of Earth and Environmental Science, University of Pennsylvania, and Director, Penn Center for Science, Sustainability and the Media (PCSSM), University of Pennsylvania, USA

Professor Anthony Movshon ForMemRS University Professor, and Silver Professor of Neural Science and Psychology, New York University and Professor of Ophthalmology and of Neuroscience and Physiology, and Investigator, Neuroscience Institute, NYU Grossman School of Medicine, USA

Professor William Nix ForMemRS Professor Emeritus, Department of Materials Science and Engineering, Stanford University, USA

Professor Kyoko Nozaki ForMemRS Professor, Department of Chemistry and Biotechnology, Graduate School of Engineering, University of Tokyo, Japan

Professor Jian-Wei Pan ForMemRS Professor, Department of Modern Physics and Executive Vice President, University of Science and Technology of China (USTC), China

Dr Aviv Regev ForMemRS Executive Vice President and Global Head, Genentech Research and Early Development, Genentech/Roche, USA

Professor Ares Rosakis ForMemRS Theodore von Kármán Professor of Aeronautics and Professor of Mechanical Engineering, Division of Engineering and Applied Science, California Institute of Technology, USA

Professor Paul Schulze-Lefert ForMemRS Director, Max Planck Institute for Plant Breeding Research, Germany

Professor Erin Schuman ForMemRS Director, Max Planck Institute for Brain Research, Germany

Professor Mark H. Thiemens ForMemRS Distinguished Professor of Chemistry and Biochemistry and John Dove Isaacs Endowed Chair in Natural Philosophy for Physical Sciences, University of California San Diego, USA

Professor Cesar Victora ForMemRS Emeritus Professor and Director, International Center for Equity in Healths, Federal University of Pelotas, Brazil

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