Case Studies

Mentoring is a big part of what we do at PCt2U and it is that specialist attention that sees our teachers and trainers achieve their qualifications. It is important for us to keep in touch with our students so that they can meet their aims and objectives on their course. Below are a series of case studies that allow you to see how teachers benefit from our support to achieve their qualifications. Names of the teachers have been changed to protect those involved in the case studies.

Case Study 1

Jean worked in a specialist academy and wanted to achieve her DET over distance as it was more flexible a course online with no attendance. Jean has a small child that requires picking up from nursery every day and with a full time job she felt that this course would be perfect to fit around her work and child care provision. Jean was working in a much pressurised environment due to the needs of her 14-19 cohorts and she also had managerial responsibilities in the school. Initially Jean hit the ground running and completed her first unit of study in the required time but thereafter she fell off the map and couldn’t maintain the input required to complete the course. Through various meetings with the head teacher at the school we designed a mentoring programme that would fit around her style of learning. Jean we found needed lots of direction at the start of each unit and so we established some SMART objectives initially for her to work towards and in-conjuction with mentoring tutorials and professional discussions we managed to get Jean back on track and we are pleased to say that she is now working on her final unit of the DET course and we are ready to sign her off as successfully completing the course.

Case Study 2

John worked in an Eastern European country teaching in a British school for ex pats. John had completed some of his DTLLS the first year at a London university but hadn’t completed the course due to his new job abroad. We could RPL some of this work and claim some credit for his DTLLS portfolio and John commenced work further into the course than others. However John ran into personal circumstances in his life that saw his focus diminish on the course to complete the remaining practical assignments. Along with this one of the directors of the school we worked with initially had left the school. John subsequently didn’t get the same level of support by the new director coming into the organisation. Again we intervened in this situation and discussed with him how we could help him move forward to complete the remaining units. Again it was our intervention and meetings looking at his situation and offering extra mentoring support that got him back on track. It was clear that John was struggling to establish some kind of project management routine in his practical studies. So we designed a programme outside of the current course ILP to drive his practical assignments forward. This was one of the main issues as whilst John could find time to read and research the theory assignments he struggled to be able to arrange or focus on the practical aspects of the course. Further to some professional discussions and agreed routes using again SMART objectives we got John back on track to complete the remaining elements for the course.

Case Study 3

Jill was a former Bright student and had been let down by this organisation on her previous CTLLS course she had completed the course with them and paid for it in full. We initially reviewed her portfolio from Bright, but as we suspected it didn’t meet our required standards in every respect so it was difficult to RPL her work across to the new CET course. However we couldn’t prejudice her in any way and had to acknowledge her previous efforts and work completed. We offered her a reduction in the cost of the course due to this as well as the fact that she held her assessor’s qualification so some aspects of the CET could be claimed and the lower price helped her financially to re-engage with again what was a distance learning provider. She again couldn’t afford to take the time to attend a college to complete the course and without the course costs being reduced couldn’t engage with the programs of study. Whilst we very rarely reduce our course costs in this case we felt that we had to offer her some generosity to show her that not all providers are unscrupulous and mainly focused on money and profit.  Jill was very suspicious of any company offering distance learning courses further to her negative experience with Bright so we had to help her turn this around by offering her very good support throughout her course that allowed her to see the difference between how we work and her previous learning experiences that had been poorly managed. It was also good for Jill to remain current in her studies and the CET was perfect to move her forward in this respect. Given the right guidance and using our standard ILP approaches she was soon very autonomous in her learning and predicted her own finishing date that she managed to get to and deliver all of her work on time and in a fashion that was exemplary. Jill got a lot out of our CET course and with the correct guidance and support she managed to really prove herself again but in a way that adhered to VACSR unlike her previous experiences. I think it was important for Jill to learn this difference and the correct way of working through her CET course helped her lot as once she could understand the correct frameworks to work with she could see the difference between her previous poor provision and that of ours. Whilst Jill would agree that it wasn’t easy and she had to work really hard on the CET course she did learn a great deal from the course that helped her immensely not only in her professional teaching role in a local college but also that transferred these new found skills into her other training businesses. For us it was really rewarding to offer Jill a chance to re-visit this qualification in a way that was more positive than her previous distance learning experience and we feel that we offered her the best advice and support to move her CPD forward. Jill’s work is currently being reviewed by our course IQA and we expect her to be rewarded with her CET certificate in due course.