School-EdTech conversations: A Q&A with Jodie Lopez

Sparrowhawk Communications sat down with Jodie Lopez, an award-winning former

primary teacher turned EdTech specialist. Jodie helps education businesses better

understand the needs of teachers, schools and students.

Jodie Lopez

You’ve worked both inside schools and alongside EdTech companies. What is the biggest communication mistake you see EdTechs make when they first try to speak to schools or trusts?

The earliest mistake is usually making assumptions about schools. Even within the same Multi-Academy Trust, schools can be very different. Approaching them as if you already know what they need can miss the mark and close the door on future conversations.

Instead, take time to understand the specific challenges and priorities of the school and the individual staff member you’re speaking to. This not only shows respect but also increases the chance of a successful sale, because you can tailor demos and highlight the parts of your offer that genuinely meet their needs.

Many EdTechs struggle to explain clearly what problem they solve. What’s your

advice on expressing their value in a way that lands with teachers and school

leaders?

Clarity is essential. When I look across EdTech websites, many blur together - I can’t

easily tell what they actually do or how they differ from competitors.

Generic terms like “software” or “digital platform” mean very little, and claims such as

“reduces workload” or “increases engagement” are pointless unless backed up with

specifics.

EdTechs shouldn’t rely on schools to figure out the value for themselves. Spell it out:

- What does the product do?

- Where does it fit in? (Homework? In-class? Teacher-facing? Pupil-facing?)

- What impact will it have - and how?

Reading your messaging through the eyes of someone not close to the product can be transformative. You’ve said that schools don’t love the word “pitch.” What does a good school- facing conversation look like for an EdTech?

“Pitch” makes schools imagine a pushy salesperson talking at them. Similarly, “demo”

often conjures an image of a long video call filled with features they don’t care about.

While I offer pitch coaching to help EdTechs improve these sessions, reframing the

interaction helps enormously. Instead of “pitch,” try:

“Let’s have a conversation to see whether and how we can help you.”

This should come after an initial discussion and after trust has been established. A

smooth, reassuring website journey can also help schools to feel their time won’t be

wasted before they ever speak to a human.

What should EdTechs be doing differently on LinkedIn and other online spaces

where early relationship-building happens?

Again, clarity and presence matter most. Be visible, be specific about what you do, and

position yourself as an expert in your domain.

If you run a maths platform, share insights or research about maths learning alongside

your product updates. Show that you genuinely care about the field, not just the sale.

Engage with people without pushing your product - celebrate great work by schools, ask

questions and be curious. People respond far better to open conversation than to one-

way broadcasting.

Schools and MATs are increasingly cautious about trust, data and reputation.

What can EdTechs do to build confidence before a demo or meeting even takes

place?

Transparency is vital. Don’t make schools hunt for key information.

Have an experienced Data Protection Officer (DPO) look at your website and check how

easy it is to find what they need. If a school can’t quickly locate your data policy or

understand how you handle information, they may rightly walk away before you even get to a meeting. Data is sensitive so treating it with care builds confidence.

To talk to us about your website or any of your video, PR, communications or marketing needs, contact: jessica@sparrowhawkcommunications.com