Blending Groups: A Decision Driven by Profit

Originally, we began the course with around 8 candidates, but after several sessions, a decision was made by the main course tutor to blend in another group of teachers. This decision was made without our original group’s knowledge, creating considerable dissent among us. The newcomers weren’t the issue—they were of the same caliber as our group—but because they had missed several sessions, we constantly had to revisit topics we had already covered. This slowed our progress significantly, and the input sessions lost some of their depth and focus as a result.

It became apparent that this decision wasn’t made with our development in mind but was driven by the center’s desire to double up on profits. The inclusion of the new group was handled poorly, and I can confidently say that if I had known the level of the input sessions would drop, with repeated topics we had already touched upon, I would have seriously reconsidered enrolling at this institution. Despite our group’s concerns, the center moved forward with this decision, which reflected their priorities—money over quality.

A Tutor Who Made All the Difference

One of the highlights of my DELTA experience was my input sessions with a particular tutor who left a lasting mark on my professional development. His unique blend of being supportive yet firm, opinionated yet open-minded, made him the best tutor I’ve ever had. The sessions were dynamic and encouraged critical thinking, which was exactly what I needed at that point in my career. His feedback was challenging but constructive, always pushing us to think more deeply about our teaching practice and consider new perspectives. He was everything a DELTA tutor should be—encouraging creativity, fostering independence, but never afraid to call out when something wasn’t working. This combination of support and rigor helped me to grow, and I wish I could have worked with him more during the course.

Frustration with Lesson Feedback

Unfortunately, my assigned lesson tutor did not provide the same level of critical feedback. While she was kind, understanding, and supportive, I often found her comments overly positive in a way that did not facilitate growth. After one lesson that I knew was far from perfect, I received feedback that was largely void of the areas I knew needed improvement. Even though my colleagues had pointed out specific aspects I could work on, her feedback didn’t push me to reflect deeply on my teaching choices. I was grateful for her positivity, and I felt I truly did earn a distinction in that module, but also a critical opportunity for growth was missed.

In contrast, one of my most frustrating experiences came with another tutor—someone who, from the start of the course, I had not connected well with. His feedback on my second-to-last assessed lesson was disheartening. He critiqued my lesson based not on what I had done, but on how he would have taught it. It felt like every stage of my lesson was scrutinized through a lens of hypothetical decisions he would have made, rather than what I had actually done. This experience solidified my desire to be a trainer who values diverse approaches to teaching, not one who forces a single vision upon candidates.

Anxiety Over Module 3 and Institutional Support

As the course progressed and the original group of candidates dwindled from drop outs and deferrals, the stress of completing Module 3 and preparing for the Module 1 exam grew. We had received minimal support for Module 3 and no mock tests for Module 1, which left many of us anxious and unsure of how well we were prepared. As a group, we became more vocal, demanding more resources and feedback from the center, but the response was slow and inadequate.

Although one of the tutors did his best to help us, his role limited the support he could provide. With only one mock test for Module 1 and insufficient integration of lesson preparation, test preparation, and theory, I felt underprepared. I had to take matters into my own hands, creating my own study guide, sourcing past mock tests, and reaching out to others in the industry for advice (I've made it all available free here on my site). It was frustrating to have paid so much for a course that wasn’t adequately preparing us.

The Lack of Clarity and Support for Module 3

One of the greatest disappointments of the course was the lack of clear guidance for Module 3. The feedback we received was often slow, contradictory, or confusing, and setting up a video call with the tutor seemed like an inefficient use of time. Out of desperation, I sought external help, willing to pay for private feedback on my submission. However, many professionals overcharged for the service or were unwilling to help once they learned which center I was studying at and the difficulties I was facing.

By the end of it, I found myself ignoring the feedback from my tutor because it had become so confusing and unhelpful. At this point, I was no longer concerned with achieving high marks—I just wanted to complete the program and move on.

A Cautionary Tale for Future Candidates

In the end, out of the original candidates, only a handful remained. I was the only one who completed all three modules on time and passed every component. However, this experience has become a cautionary tale that I share with anyone considering professional development in the future.

If I could do it all over again, I would never choose the center I went to. While I was fortunate enough to have one excellent tutor, the overall lack of accountability and support from the institution left much to be desired. My advice to anyone considering Delta or similar programs is to thoroughly research the centers and ensure that you will receive the necessary support. It’s essential to find tutors who genuinely care about your development and are held accountable by the institution - not running the courses and in charge of the academic department.

Gratitude for One Tutor and the Lessons Learned

Despite the frustrations and obstacles, I am incredibly grateful for the one tutor who pushed me and helped me grow. Without him, I don’t think I would have made it through the input sessions. He instilled in me a drive to persevere and develop my own teaching philosophy. His influence reaffirmed my belief in the importance of supportive but challenging professional development. Going forward, I know that I want to become a teacher trainer who fosters growth through meaningful feedback, values different approaches, and always keeps the development of the candidate at the forefront.

This journey has been a mix of triumph and hardship, but it has shaped me into the educator and trainer I am today. While I hope that my story serves as a warning to others about the potential pitfalls of such courses, I also want it to be a reminder of the profound impact that one good mentor can have on a candidate’s success.