Through the keyhole: Becoming a Housing Academy tutor

CIH’s Housing Academy tutors have always been a core part of our mission to support housing professionals. However, with the drive to improve professionalism across the sector, the role of our tutors has arguably taken on greater importance.

In this bitesize Q&A, we chat with two of our Housing Academy tutors, Louise Togneri and Martin Haddelsey, to find out more about what they think of the role and what their advice would be to those thinking of becoming a fellow tutor. 

What does the role of a Housing Academy tutor involve?

Louise Togneri: Mostly assessing learners’ work, supporting learners, as well as some delivery depending on cohort type, and some reviewing of Moodle materials.

Martin Haddelsey: The main duties are probably what you’d expect of any teaching role: developing learning materials, delivering workshops, marking work, and supporting learners.

For how long have you been a Housing Academy tutor? 

LT: I started at the Housing Academy as a permanent employee in August 2023, but I have been working as a contractor tutor since April 2022. 

MH: Since early 2019, but I’ve been delivering CIH qualifications for accredited centres since 2007! Since then, I’ve also qualified as an ‘internal verifier’, which means I’m also involved in the quality assurance side of things. 

What led to you becoming a Housing Academy tutor? 

LT: I have background in housing and adult learning, so it was a very good fit. Initially, I wanted something flexible, rather than a nine-to-five, that enabled me to utilise my knowledge but still work with learners. After working as a contractor, I could see the benefits of being a permanent employee and being part of a team. 

MH: I’ve been interested in housing issues since working for a charity in the 1990s. Even then, before the current housing crisis, young people in particular struggled to access safe, affordable, decent housing. We tried to help them do so. This, combined with a desire to become a teacher, eventually led to me delivering CIH housing qualifications at a college in Nottingham. 

What do you like about being a Housing Academy tutor? 

LT: I love the team I am a part of. They are so supportive and inclusive, and I like working for CIH (I’m a returner!). Most of all, I have a love of learning and working with learners to achieve their potential. 

I also like it when a learner gets to achieve their goals, especially if they have doubts about being able to succeed. And to see the growth that many learners achieve throughout their qualification. 

MH: I really enjoy sharing information and ideas; the workshops are more of a ‘two-way street’ than people might realise, as it’s fascinating to hear about learners’ experiences in the sector. It’s also great being able to help people make the best of their career opportunities. 

What would you say to someone thinking of becoming a Housing Academy tutor? 

LT: Definitely go for it. I'm trying to encourage one of the other contractor tutors; it’s a great role. 

MH: I would say, ‘go for it!’ It’s a rewarding career. If you have an interest in housing issues and want to work in education, it’s a great choice. 

For learners, what is the value of achieving a housing qualification? 

LT: Professional development, personal development, transferable skills, job opportunities, alongside success and the challenge of lifelong learning. 

MH: Apart from the possibility of career progression, a greater understanding of housing issues (and how you can help resolve them) and a sense of achievement. 

What one quality should a Housing Academy tutor have? 

LT: A love of learning, good housing knowledge, an understanding of learners, and patience. 

MH: It’s difficult to pick one quality, but if I had to, it would be to have a supportive approach to learners. They’re busy people, usually juggling a full-time job with family commitments, and have often been out of formal education for some time. This means that returning to study can often be stressful, at first. ‘Can I do it? Do I really want to do it?’ 

The good news is that, after the initial ‘bump’, the answer to both questions is almost invariably ‘yes!’.