Set 05 · Teaching · CVs
Educator CV, and a teaching statement.
School leadership posts — head of department, vice principal, principal — ask for a CV rather than a resume, and usually for a statement of educational philosophy alongside it. Both are documents most teachers write once, badly, under time pressure. Three samples: a head of department, a vice principal, and a principal, with a worked teaching statement.
SamplesThree, complete
FormatsDOCX and PDF
ReadingFree, no signup
CoversHOD to principal
Sample OneEleven years · Science department
The first leadership post. The CV must show results across a department rather than a classroom, and that the improvement came from systems rather than personal effort.
Nadia Hussain
Head of Science — Secondary
Profile
Head of science leading nine teachers across three subjects for 640 students. Raised O-Level A*/A grades from 28% to 47% over four years, rebuilt the practical programme, and mentored three teachers into their own leadership posts.
Teaching Appointments
Head of Science, Roots International School
2021 — Present
- Lead nine teachers across physics, chemistry and biology for 640 students
- Raised combined O-Level A*/A grades from 28% to 47% across four examination cycles
- Rebuilt the practical programme; laboratory sessions rose from 40% to 95% delivery
- Own a departmental budget of PKR 3.2M and the laboratory technician team
- Mentored three teachers who have since taken leadership posts elsewhere
Senior Physics Teacher, Roots International School
2017 — 2021
- Taught O and A-Level physics to 120 students across five sections
- Introduced the practical assessment tracker used department-wide
Physics Teacher, Beaconhouse School System
2015 — 2017
Education
MSc — Physics
Quaid-i-Azam University · 2014
B.Ed
Allama Iqbal Open University · 2016
Qualifications & Training
Cambridge PDQ — Educational Leadership
Cambridge International · 2023
CAIE Examiner — Physics 0625
Trained examiner · 2021
Safeguarding
Level 2 · current 2026
Departmental Results
O-Level combined science A*/A grades
2021 — 2025
28% → 47% across four cohorts
A-Level physics pass rate
2021 — 2025
84% → 96%
Students continuing science at A-Level
2021 — 2025
Rose from 51 to 88 per cohort
Leadership & Systems
Practical programme rebuild
2022
Delivery rate 40% → 95%; equipment and technician scheduling restructured
Departmental scheme of work rewritten across three subjects
2021 — 2022
Weekly departmental teaching and lesson observation cycle
2021 —
Budget ownership — PKR 3.2M annually
2021 —
Staff Development
Nine teachers appraised and developed annually
2021 —
Three teachers mentored into leadership posts
2022 — 2025
Induction programme for new science staff
2023
Professional Activity
CAIE trained examiner, Physics 0625 (2021—)
Presenter, Pakistan Science Teachers Conference (2024)
External moderator for two partner schools (2023—)
Why this one works
- Results are departmental, not personal. A head of department is judged on nine teachers' outcomes, so the figures cover the whole department across four cohorts.
- Practical delivery rate is the systems proof. 40% to 95% shows the improvement came from restructuring scheduling and equipment, not from working harder.
- Uptake into A-Level is included. 51 to 88 students choosing science is a leading indicator that principals watch closely and heads of department rarely report.
- Three teachers promoted out. The strongest leadership evidence available, and it is a single line.
Sample TwoEighteen years · Whole-school leadership
Whole-school leadership means the CV covers results, staffing, safeguarding, parents and finance — and must show which of those the candidate personally owned.
Tariq Mahmood
Vice Principal — Academics
Profile
Vice principal for academics in a 1,400-student school with 84 teaching staff. Raised whole-school O-Level A*/A from 31% to 44%, cut teacher turnover from 26% to 11%, and led the school through Cambridge international accreditation.
Leadership Appointments
Vice Principal — Academics, Lahore Grammar School
2019 — Present
- Lead academics across a 1,400-student school with 84 teaching staff and 9 heads of department
- Raised whole-school O-Level A*/A from 31% to 44% over five years
- Reduced teaching staff turnover from 26% to 11% through appraisal and development redesign
- Led the school through Cambridge International accreditation with no conditions
- Chair the academic board and the timetabling committee
Head of Mathematics, Lahore Grammar School
2013 — 2019
- Led seven teachers; department A*/A rose from 34% to 52%
- Introduced the setting review process now used school-wide
Mathematics Teacher, Aitchison College
2008 — 2013
Education
MA — Educational Leadership
University of Warwick · 2018
MSc — Mathematics
Punjab University · 2007
B.Ed
University of Education · 2009
Qualifications & Training
Cambridge PDQ — Educational Leadership (Advanced)
2022
Safeguarding Lead
Designated Safeguarding Lead · current 2026
Accreditation
Cambridge International · lead 2023
Whole-School Outcomes
O-Level A*/A grades, whole school
2019 — 2025
31% → 44%
A-Level pass rate
2019 — 2025
89% → 97%
Teaching staff turnover
2019 — 2025
26% → 11%
University placement rate for A-Level cohort
2025
92%
Leadership Responsibilities
Line management of nine heads of department
2019 —
Appraisal, development and capability processes for 84 teaching staff
2019 —
Whole-school timetable and staffing model
2019 —
Designated Safeguarding Lead
2021 —
Academic budget — PKR 22M annually
2020 —
Projects & Accreditation
Cambridge International accreditation
2023
Led whole process; awarded with no conditions
Appraisal and CPD framework redesign
2020 — 2021
Linked to turnover reduction from 26% to 11%
Assessment and reporting policy rewrite
2022
Standardised reporting across all three sections
Why this one works
- Scope opens the profile. 1,400 students, 84 staff, nine heads of department. A board appointing a principal needs the size of the operation before anything else.
- Staff turnover sits beside exam results. At this level retention is as important as grades, and 26% to 11% is a substantial financial and stability outcome.
- Accreditation is stated with the result. "No conditions" is what distinguishes leading the process from surviving it.
- Safeguarding lead is named as a role. It is a legal responsibility, not a certificate, and boards check who has held it.
Sample ThreeTwenty-four years · Head of school
The full head-of-school CV, with the teaching statement that these applications almost always require, written out at the end.
Dr. Farah Jamil
Principal — Secondary & Higher Secondary
Profile
Principal of a 2,100-student school with 140 staff and a PKR 340M annual budget. Took the school from 38% to 61% A*/A at O-Level over six years, opened a second campus, and moved the school from deficit to a 9% operating surplus without a fee increase above inflation.
Leadership Appointments
Principal, The Lyceum School
2019 — Present
- Lead a 2,100-student school with 140 staff and a PKR 340M annual operating budget
- Raised O-Level A*/A from 38% to 61% across six examination cycles
- Opened a second campus for 600 students, delivered on programme and on budget
- Moved the school from a PKR 18M deficit to a 9% operating surplus in four years
- Reduced staff turnover from 22% to 8% and filled 70% of leadership posts internally
Vice Principal, The Lyceum School
2013 — 2019
- Led academics for 1,300 students; A*/A rose from 29% to 38%
- Established the university guidance office; placement rate rose to 94%
Head of English, Karachi Grammar School
2006 — 2013
Education
EdD — Educational Leadership
University of Nottingham · 2017
MA — English Literature
University of Karachi · 2004
B.Ed
Aga Khan University IED · 2006
Qualifications
Doctorate
EdD · thesis on middle leadership in Pakistani schools
Safeguarding Lead
Designated · current 2026
Governance
Board member, two partner schools
School Performance
O-Level A*/A grades
2019 — 2025
38% → 61%
Operating position
2019 — 2023
PKR 18M deficit → 9% surplus
Staff turnover
2019 — 2025
22% → 8%
Internal leadership appointments
2025
70% of posts filled internally
1,500 → 2,100 across two campuses
Major Projects
Second campus development — 600 students
2021 — 2023
Delivered on programme and within budget; full in first year
Financial restructuring
2019 — 2022
Deficit cleared without fee increase above inflation
Middle leadership development programme
2020 —
14 participants; 9 now in leadership posts
Statement of Educational Philosophy
I believe a school is judged less by the students it selects than by the distance it moves them. My work has therefore concentrated on the middle — the students who arrive competent and leave competent, and who in most schools receive the least attention.
Three convictions follow. First, that teaching quality is a systems problem: it improves through observation, feedback and time, not exhortation. Second, that middle leadership is where schools are actually run, and investing there produces more than any initiative led from the principal's office. Third, that financial stability is an educational concern, because a school in deficit cannot retain good teachers.
The measure I return to is whether a student six years from now would recognise the school as the place that changed what they thought possible.
Governance & Professional
Board member, two partner schools (2022—)
Member, Private Schools Association executive committee (2021—)
Doctoral thesis published as two peer-reviewed articles on middle leadership
Why this one works
- Financial performance appears alongside results. Deficit to 9% surplus is what a board of governors is actually accountable for, and most principal applications ignore it entirely.
- Enrolment growth is included. 1,500 to 2,100 is the commercial measure of whether parents believe in the school.
- The philosophy statement takes a position. It says something arguable — that schools should be judged on distance travelled, and that middle leadership matters more than the head. A statement nobody could disagree with tells a board nothing.
- Internal promotion rate is the succession evidence. 70% of leadership filled internally answers the question of what happens after she leaves.
Departmental, not personal
The step from teacher to leader changes what your results section is about. A teacher reports their own classes. A head of department reports the whole department, including the teachers who were struggling. A principal reports the school, including the departments that resisted.
Applications stall when a candidate for a leadership post is still reporting their own classroom, because it reads as someone who has not yet made the transition mentally.
Report across cohorts, not one year. "28% to 47% across four examination cycles" is a trend; one strong year is weather. And where a figure came from systems — scheduling, observation cycles, appraisal — say so, because that is what transfers to a new school.
The teaching statement
Most leadership applications ask for a statement of educational philosophy, and most of them read identically: student-centred, holistic, lifelong learners, every child matters. A board reading forty of these learns nothing from thirty-eight.
A statement that works has three properties.
- It takes a position somebody could disagree with. If no reasonable educator would argue against your statement, you have not said anything.
- It connects to what you have actually done. A claim about middle leadership means something when your CV shows nine teachers developed and three promoted.
- It is short. Three paragraphs. Boards read many of them and length does not signal depth.
Write it after the CV, not before. The CV tells you what you actually believe, because it shows what you repeatedly chose to spend time on.
The commercial side
Private school leadership in Pakistan is a business appointment as much as an educational one, and candidates routinely omit the half the board cares about most.
- Budget owned, with the figure.
- Operating position — deficit or surplus, and any change you caused.
- Enrolment — numbers, growth, retention between sections.
- Staff turnover and cost of replacement.
- Fee positioning and whether results improved without fee increases.
- Capital projects — campus, laboratories, facilities — delivered against budget and programme.
None of this makes an educational leader less credible. It makes them appointable, because a board is choosing someone to hand a business to as well as a school.
Report the department, and take a position.
All three samples are free to read and copy. Want them as editable Word files, or your own leadership record and a teaching statement drafted from it? Both take a minute.
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The people above are illustrative examples written for teaching purposes.
Names, employers, registration numbers and figures are invented and should not be copied
into a real application — use them as a shape to pour your own verified numbers into.