What does it take to progress from a classroom teacher to an academic leader in EdTech while earning every major Cambridge teaching qualification along the way?
Ukrainian ELT professional Iryna Andrus has achieved something few English teachers ever do. After earning her CELTA in 2019, she continued her professional development journey by completing all three DELTA modules, creating what many teachers jokingly refer to as the Cambridge “Four Aces”.
Today, Iryna combines teacher training, educational leadership and EdTech innovation, helping shape learning experiences for teachers and students worldwide.
We spoke with Iryna Andrus about her journey into English language teaching, how the CELTA transformed her career, why she decided to pursue the DELTA, and her advice for teachers considering the next step in their professional development.
Iryna, let’s start at the beginning. How did you first become interested in teaching English, and what attracted you to the profession?
Like many students, I started teaching simply to earn some extra money while studying Economics. English has always been part of my life. I had been learning it since the age of three. I first taught children, but soon their parents wanted lessons too. That was when I realised teaching was much more than a side job. Growing up in a family of teachers, I had always admired the profession, and seeing people change their lives through English made me want to build a career in education.
Before taking the CELTA, where were you in your teaching career, and what challenges or limitations were you experiencing?
I had enthusiasm and teaching experience, but I knew I lacked methodology. Coming from an Economics background, I often felt I had to prove that I was a professional teacher. I admired how experienced teachers could turn a few coursebook activities into an engaging 90-minute lesson. I didn’t just want to teach! I wanted to understand why good lessons worked. That curiosity was one of the main reasons I decided to take the CELTA.
What made you choose the Cambridge CELTA specifically, and what were your expectations before starting the course?
While I was teaching at a language school, my Director of Studies saw potential in me and encouraged me to apply for the CELTA after giving me the opportunity to teach adults online. I actually wasn’t accepted the first time because I was too nervous during the interview. It was disappointing, but it also motivated me to improve. A year later, I applied again and was accepted. Looking back, I’m glad I didn’t let one unsuccessful attempt define my career.
Looking back at your CELTA experience in 2019, what lessons or moments had the biggest impact on the way you teach today?
The CELTA completely changed the way I think about lesson design. The teaching frameworks like Test-Teach-Test, Text-based lessons or other approaches are still part of my everyday practice. I continue to train teachers to use techniques like back-chain drilling because it works across all learner levels.
I also learned that grammar and vocabulary should always be taught in context, especially when introducing new language rather than simply asking learners to match words with definitions. Concept Checking Questions (CCQs) and guided discovery have also become essential tools in my teaching, helping learners think for themselves while keeping teacher talking time to a minimum. Once you understand these principles, you realise you don’t need to rely solely on a coursebook. Today, I confidently design my own materials using authentic resources, while keeping the same methodological foundation.
How did earning the CELTA influence your career opportunities and professional confidence in the years that followed?
The CELTA completely changed the direction of my career. I shifted my focus to teaching adults and eventually launched my own online language school, working not only with English but also coordinating teachers of Danish and Chinese. What surprised me was how transferable good teaching methodology proved to be across different languages.
Later, I joined the EdTech company Promova as a Materials Writer. Thanks to the methodological foundation the CELTA had given me, I was able to design 100+ lessons that significantly reduced teachers’ preparation time by 80% and supported improvements in lesson quality and learner satisfaction. That experience eventually led me into academic management.
After completing the CELTA, what motivated you to continue your professional development and eventually take DELTA Modules 1, 2 and 3?
After finishing the CELTA, my classmates and I joked that none of us would ever put ourselves through DELTA. But as my career developed, I found myself managing teams of CELTA-qualified teachers, and I began to experience a certain level of impostor syndrome. I realised that if I wanted to lead experienced educators confidently, I also needed to continue developing my own expertise.
Around the same time, I completed a Director of Studies course, spoke at the IATEFL Conference and attended Oxford’s ELTSS programme. Being surrounded by inspiring professionals made me realise how much there was still to learn.
DELTA is often described as one of the most demanding qualifications in ELT. Which module did you find most challenging, and what did you learn from the experience?
My DELTA journey didn’t start with success. I failed my first attempt at Module 1, and I still remember crying when I saw the result. For a moment, I questioned whether I was capable of completing the DELTA at all. Two months later, I decided to try again. And I passed! Looking back, mock papers were my biggest source of preparation. They helped me understand both the exam format and Cambridge’s expectations. My advice for Module 1 is simple: give yourself enough preparation time and read the task requirements carefully.
Instead of following the traditional route, I chose Module 3 before Module 2 because it better suited my workload. Although Module 2 was the most intensive, completing Module 3 first helped me better understand Cambridge’s expectations and made the written assignments much easier. So, don’t be afraid to choose the module order that works best for you.
Completing all three DELTA modules is a remarkable achievement. How has the DELTA influenced your work as a teacher trainer, academic manager and educational leader?
Today, the DELTA shapes everything I do. I teach adult professionals, mentor teachers preparing for the CELTA and DELTA, and have led tutoring operations across the entire learner journey. My international educational background has also led me into EdTech, where I now lead an Academy from end to end. Having experienced education from both sides, as a learner and as a teacher, I can better anticipate learners’ needs, identify risks, and spot opportunities for growth. Whether I’m developing teachers or launching new educational programmes, the DELTA reminds me that every educational decision should be driven by learning outcomes, not assumptions.
What advice would you give to teachers who already hold a CELTA and are wondering whether the DELTA is worth the investment?
The CELTA gives you the foundations to become a confident classroom teacher. The DELTA becomes valuable when you reach the point where experience alone no longer answers your questions. For me, that happened when I became responsible not only for my own teaching but for supporting and developing other teachers. I wanted my decisions as an academic manager to be grounded in expertise rather than intuition.
The DELTA is certainly demanding in terms of time and energy, but it changes the way you think. It teaches you to analyse, justify and reflect on every teaching decision you make. If you see yourself becoming a Director of Studies, teacher trainer, materials writer or educational leader, I genuinely believe it is one of the best professional investments you can make.
Looking ahead, what excites you most about the future of English language teaching, and what advice would you give to teachers who want to build a long-term career in ELT?
My advice is to stop thinking of your lessons as something you simply deliver. Think of them as a product. Collect feedback, analyse what works, improve what doesn’t, and never stop iterating. That’s exactly how we build products in EdTech, and I believe it’s how great teachers grow, too.
AI is simply another tool in that process. It won’t replace teachers, but it will help those who already have strong methodology become even better.
Inspired by Iryna’s journey?
Iryna’s story demonstrates that professional development in ELT does not stop with a first teaching qualification. While CELTA can open the door to international teaching opportunities, qualifications such as DELTA can help experienced teachers deepen their expertise, develop specialist knowledge, and move into senior teaching, teacher training and academic management roles.
Whether you are considering your first CELTA course or thinking about taking the next step with DELTA, investing in your development can create opportunities that shape your entire career.
