Case Study 1


From a Education 101 Coach                   

One of the teachers in my OTDP cohort at a primary school in Essex, was inspired by our focus on promoting leadership in the classroom. She adopted this in different ways:              

                           
  • By allocating a learning leader/s per lesson and having either their name(s) displayed on the whiteboard or by giving them a badge to wear. 
  • By allocating a learning leader per table/group.            

The Learning Leaders were responsible for supporting other pupils on a one to one basis or they took on the role of the teacher for part of the lesson and demonstrated how to do something to the whole class. Pupils of all abilities responded well to this and positive outcomes, included greater confidence, independence and collaborative learning.

Case Study 2


Beatrice is a Year 3 teacher with two years’ experience and graded ‘Requires Improvement’. Her classroom is large with space and spare tables. Children spent time on the carpet while the lesson was explained to them.  Children then collected equipment, resources and footrests. Approximately, a third of the lesson was used this way.  I suggested as part of the training, some changes to ensure learning in the classroom happened straight away, these were:

  • Re-organisation of the classroom; 
  • Differentiated resources ready to use;
  • Collect footrests first thing as part of entry routine;   
  • Timers and stopwatch to speed movement;            
  • Music clip to settle children into routine.          

These changes improved the pace of the lesson and the quality and quantity of work.  Beatrice’s final grade at the end of the programme was ‘outstanding’.

Case Study 3


‘Emma’ was struggling to establish herself as an NQT, with two very formidable Teaching Assistants who would often loudly complain in the class they had no idea what was going on. Demotivated and feeling less confident each day, she wanted meaningful direction and to share her lesson plans, she wanted something to ‘give’ her support staff.  

Together, we looked at ‘Blooms’ and devised a series of coloured ‘fan’ cards which the Teaching Assistants made laminated and stuck onto their key rings.  These provided a fantastic script and prompts for the TA’s to use with whichever groups of pupils they were supporting.  The TA’s now had a focus for talking about pupils learning and this was adopted across the school and praised by HMI Inspectors – Emma felt liberated!

Case Study 4


Mrs W had been given some very hard hitting and negative feedback about her teaching from a Local Authority visitor at her last school and had completely lost her confidence.

She had also, as a consequence developed a fear of being observed. Being an Outstanding Teacher Diploma participant filled her with dread. However, through sensitive and constructive coaching (delivered the  Education 101 way) she blossomed and demonstrated how ‘outstanding’ she was capable of being. Mrs W cannot comment enough about the  Education 101 Outstanding Teacher Diploma and describes herself as excited and motivated again about teaching.

Case Study 5


A secondary school maths teacher, with two years’ experience, enthusiastic, but teaching the whole class from the front, with no differentiation or reference to data and limited assessment for learning.  His key behaviour and management strategy was to keep raising his voice so he could be heard over the students.

After an initially slow start, ..’oh yes we talked about that last didn’t we… l’ll really try to do that from now onwards’,  I focused his training on one key target a week, he improved rapidly, as did the rate of progress of his most able and least able students.  He still has his infectious enthusiasm, but now uses data to inform his planning, a range of assessment for learning techniques and effective positive behaviour management strategies in class to maximise learning.  His lessons are consistently ‘good’ or ‘outstanding’ and his Head of Department has asked him to lead training for others.