Our Work
A featured client engagement, alongside six illustrative studies - the context, the problem, and what changed.
Following its IB self-study and evaluation recommendations, the school approached CoLearn seeking an action plan to address the identified areas for development before its upcoming evaluation visit.
Following its transition from a national curriculum to the IB PYP and MYP, School Y approached CoLearn with a clear objective: improve mathematics outcomes. Student performance had become a growing concern, and mathematics was identified as the school’s highest priority.
Years 3–6, mid-size primary school, 18 months of lead teacher attrition.
Middle school, new instructional leadership team, no shared observation or feedback protocol.
Three-campus K–12 school, inconsistent assessment marking and reporting across sites.
International school, high annual teacher turnover, no formal induction programme beyond orientation week.
K–12 international school, professional learning communities had been running for two years, attendance was voluntary and declining.
New Head of Department (English), Year 1 in role, inheriting a team with mixed levels of engagement.