Selling a capability, not hours
A prospectus listing modules and hours tells a prospective student nothing about whether she'll be able to do the work at the end. What convinces is the opposite: showing what students at the end of that course actually produce.
Documented student work is the school's strongest sales material, and it's material you already have if the practical sessions were recorded. A progression from first attempt to final result says more about the teaching than any description of the syllabus.
With minors or younger students, two different people need convincing: the student wants to know what she'll be able to do, the parent wants to know where it leads. Answering only one of them loses the other.
What convinces
The chart is qualitative and shows the weight of each element in the decision to enrol.
How to present it
Show student work
Not modules and hours.
Show the progression
It's what's attributable to the teaching.
Answer both audiences
Capability for her, destination for the parent.
Give material to take home
The parent decides later.
In the school
- Show student work, not the syllabus.
- Answer both questions: capability and destination.
- Give the parent something to take home.
Giving something to take home matters because the two decisions happen in different places: the student is convinced at the open day, the parent decides afterwards, and without material in her hands the conversation at home has nothing to work with.
The documented progression is worth more than a finished piece: a final result can be attributed to talent, while a visible improvement from first attempt to last is attributable to the teaching.
From conversation to guided consultation
Saloria brings guided consultation to beauty academies and hairdressing schools: face analysis, look plan and protocol help make the passage from analysis to proposal and protocol visible to students.