How does the use of scaling from the the OSKAR framework impact upon student progress and emotional wellbeing?

<p>In 2014-15, along with my colleague Andrew Stork, I was successful in obtaining a Research Development Fellowship (RDF) funded by The Education and Training Foundation and supported by the University of Sunderland’s Centre for Excellence in Teacher Training. I investigated the impact of specific coaching tools and techniques on students’ performance and emotional well-being. This is the final report, a summary of which was published in the Journal, Intuition The Journal for Professional Teachers and Trainers in the Further Education and Training Sector, and can be found under journal publications in my staff profile. Supporting educational coaching conversations with students is an under-developed research area in further education. We have developed experience and expertise in implementing these with students in the context of our practice and have seen the positive impact they have had on students’ progress both at an individual level and as shown by the key performance indicators of our organisation. This positive impact is grounded in empirical evidence including informal feedback and observation. We are also interested in exploring the aspects of learning support in relation to the trainee teacher role. Our research will enhance teachers’ and personal tutors’ knowledge by providing the evidence to inform their practice. This will further support the development of professional practice in this important area.</p>