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An interview with Stephanie Evans

Stephanie Evans – Masters in SEND and Inclusion Certificate of Competence in Educational Testing | Psychology for Education | Social and Emotional Mental Health Needs

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Stephanie Evans completed her Masters in SEND and Inclusion with us while she was a SENCO at Bangkok Patana School in Thailand. She has recently returned to the UK and is taking a career break to look after her young family.

After gaining her QTS in England, Stephanie moved to Thailand to become a Business Studies Teacher. She progressed to become Head of Sixth Form and took an interest in pastoral support. Shortly afterwards her Principal approached her and asked if she wanted to take up the role of school SENCo.

Stephanie realised that building her assessment skills would be an immediate requirement – when a gap in the team left them without a qualified assessor. She studied our CCET (Certificate of Competence in Educational Testing) module before going on to do our Access Arrangements Update course, Psychology for Education and Social and Emotional Mental Health Needs modules. 

Her research project investigated whether offering the BTEC would be advantageous to pupils with SEND in the Sixth form as an alternative option to the current International Baccalaureate. As a result of her research, the school is rolling out several BTECs this coming year, providing students with more choice of study options..
 

Stephanie had the following to say about her overall learning experience with us:

 “Studying with Real Training has helped my career and my professional development immensely. I haven’t found anything else that comes close and everyone I speak to has said the same. If you’ve done any level of special needs qualifications – it’s with Real Training.“ Stephanie Evans – SENCO, Bangkok Patana School

Of our CCET course Stephanie commented:

“This was a logical starting point for me, but what surprised me was just how much I enjoyed the course! It was very rewarding to be able to look at the numbers and pinpoint exactly where (and why) a student might be struggling. Often it meant I could sit down with students who told me “I’m just not clever” and show them the numbers that proved they actually were – they just need support in the right areas.“

You can find out more about what she thought about gaining her master’s by watching the video below.

Real Training’s Masters in SEND & Inclusion – Stephanie Evans course review

Interview with Stephanie Evans – CCET

Lisa Pongpiriyaporn – SEND & Inclusion Programme

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Lisa Pongpiriyaporn works as the K-12 ELL Coordinator at The KAUST IB School in Saudi Arabia. Explaining her special interests in SEND, Lisa said;

“Within a RtI framework, I’m interested in how schools create a robust tier 1 approach to differentiate and scaffold language and learning, reducing the need for tier 2 intervention. Current research around the science of reading and the impact of instruction on how children learn to read also interests me.

Alongside, culturally responsive design for English Language Learners and developing intercultural competence within school faculty. Our school is currently using Universal Design for Learning as an approach and planning for learner variability is interesting to me.”

Having completed Certificate in Psychometric Testing, Assessment, and Access Arrangements, Cognition and Learning, and Psychology for Education at Real Training, we wanted to catch up with Lisa to see how she found her time.

What made you choose Real Training courses over other options?

Real Training offers a range of courses that suited both my professional goals and my preference for flexible study. I like to determine my own study pathway, as I balance many professional and personal interests. Studying with Real Training has enabled me to do this, which means the study can be enjoyable rather than stressful.

What was your experience of learning with Real Training?

The study platform is accessible and well-structured with excellent support and guidance from tutors. As courses are contextualised in my current professional setting, I am able to explore relevant areas in-depth. This has benefitted my study but also my understanding and knowledge of the current research connected with my role.

How have the courses helped make an impact at school?

The course has definitely supported my professional growth and enabled me to be a more informed instructional coach and leader of teams. As an ELL Coordinator part of a multidisciplinary student support team, I have a deeper understanding of my context and feel up-to-date with current research and evidence-based practices, meaning I feel better skilled to impact others.

How has the course helped develop you as an educational professional and what do you hope to achieve with the new knowledge/skills in the future?

The course has increased and updated my knowledge and practice. I feel I can make better contributions and decisions at work. In the future, I aspire to lead a student support team.