Coaching for Teachers in PGDE, Master's and Leadership Programmes

What to Expect

Individual coaching for teachers undertaking postgraduate study or professional development programmes, delivered entirely online.

it is particularly well-suited to teachers balancing full-time work, study, and professional responsibilities.

❋ One on One

I work one-to-one with teachers enrolled in programmes such as PGDE, Master’s degrees in Education or TESOL, and leadership or Principalship portfolios.

❋ Convenient scheduling

Sessions are conducted via Zoom, typically once or twice per week, most commonly in one-hour sessions (with longer sessions available where appropriate). Scheduling is flexible and designed to fit around teachers’ workloads, which usually means evenings and weekends.

❋ What we do

Coaching is practical and programme-specific. The emphasis is not on editing alone, but on developing understanding, confidence, and academic independence.

❋ Why it works

he coaching is one-to-one, programme-specific, guided by an experienced educator, and scheduled around teachers’ lives. 

With clarity and structure in place, teachers can focus on producing confident, high-quality academic work.

Understanding Concepts & Course Expectations

  • We break down what the task is really asking for, how it is assessed, and where marks are actually awarded.

  • We clarify key concepts and how to apply them appropriately to your teaching context, rather than treating them as abstract theory.

  • We interpret course expectations and feedback so you understand the standard required and how to meet it confidently.

Planning & Structuring Academic Work

  • We work together to develop a clear structure before writing begins, ensuring each section has a purpose and contributes to the overall argument. This reduces wasted effort and helps teachers write with confidence, knowing their work is logically organised and aligned with the task requirements.

  • Support focuses on how to select, group, and synthesise relevant research rather than summarising sources individually. Teachers learn how to position literature to support their argument and demonstrate critical engagement, a key requirement at PGDE and Master’s level

  • For longer or multi-part tasks, including leadership and Principalship portfolios, we develop a clear organisational framework from the outset. This helps ensure coherence across sections and allows evidence, reflection, and theory to be presented in a purposeful and professional way.

  • A key focus is helping teachers clearly connect academic concepts to their own teaching context. This ensures that assignments demonstrate both theoretical understanding and reflective professional practice, as expected in education-focused postgraduate programmes.

Writing, Analysis & Academic Voice

  • We focus on shaping clear, well-supported arguments that run consistently through the entire piece of writing. Teachers learn how to move beyond description and demonstrate analysis, ensuring that each paragraph contributes meaningfully to the overall argument.

  • Support is provided to help teachers write in a clear, confident academic style without losing their own professional voice. This includes refining tone, sentence structure, and precision so that ideas are expressed accurately and persuasively.

  • We work on incorporating research smoothly into writing, using sources to support ideas rather than overwhelm them. Teachers also receive guidance on referencing conventions to ensure accuracy, consistency, and academic integrity.

  • Sessions focus on interpreting lecturer or supervisor feedback and translating it into clear, practical revisions. This helps teachers improve their work strategically and approach redrafting with confidence rather than frustration.

Research methods and data analysis

  • Support focuses on helping teachers understand the purpose and logic of different research approaches commonly used in education. We clarify when qualitative, quantitative, or mixed methods are appropriate and how they align with research questions in PGDE and Master’s-level work.

  • Teachers receive guidance on designing manageable, ethical, and academically sound research projects grounded in classroom or school contexts. This includes clarifying research questions, selecting appropriate methods, and ensuring the design meets programme expectations.

  • Where quantitative analysis is required, sessions focus on understanding what the data shows and how to interpret results meaningfully rather than on complex calculations. Teachers are supported in explaining findings clearly and accurately in written assignments and reports.

  • We work on structuring findings and discussion sections so that data is presented logically and linked back to research questions and literature. Emphasis is placed on clarity, coherence, and academic convention, ensuring that research strengthens rather than complicates the overall submission.

  • "What I love most is the flexibility. I can go at my own pace and keep going whenever it works for me."

    Former Client

  • "Even as a total beginner, I never felt lost. The step-by-step structure and encouragement along the way made all the difference."

    Former Client

  • "This has been such a worthwhile investment in myself."

    Former Client

How It Works

  • Set up a time for Michael to meet with you on Zoom to discuss your needs.

  • Discuss your academic programme with Michael, including your timetable, the programme(s) you will be attending and the assessments for each programme.

  • Ms Li will contact you with proposed scheduling for your coaching sessions.

  • You meet with Michael periodically to discuss work in progress, receive feedback and plan tasks.