Determined, driven and destined for successPublished: September 30, 2019
Dynamic Telford duo Emma Jackson and Claire Ashley have their sights set on high-flying careers in teaching after graduating from their degree courses with flying colours.
They both completed a foundation degree in supporting children in primary education at Telford College before topping it up with an extra year at the University of Wolverhampton.
And the pair, both aged 38, are now the proud owners of first-class honours degrees in special educational needs, inclusion and disability, and child and family studies.
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Both are working at Wrockwardine Wood junior School, and signed up for the level three supporting teaching course for teaching assistants, having helped out while their own children were at school.
Emma, from Trench, said: “The qualification we gained with Telford College has enhanced our knowledge and confidence, enabling us to secure career progression within school.
“We both particularly enjoyed accumulating new knowledge that underpinned our practice and allowed us to speak knowledgeably in professional discussions both in school and university.
Claire, from Wrockwardine Wood, added: “Throughout our time in higher education, the
support from college tutors was inspirational – supporting us through our emotional learning journey.
“This support network gave us the ability to believe that we could continue to study, despite our age, hefty workload, and family commitments.”
The pair, who are now looking to move onto achieve a masters degree, said they would both recommend Telford College as a perfect route for other budding teachers looking for somewhere ‘to support, enable, and drive a thirst for knowledge’.
Caroline Bastow, Access and HE learner manager at Telford College, described Emma and Claire as being among the hardest working pair she had ever had the privilege to work with.
“They are determined and driven. Not only have they worked hard, but they are also exceptionally passionate about children and their education.
“They took on additional reading tasks to allow them to fully understand concepts, and at times had to challenge their own beliefs and practices in order to move forwards.”
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