1. Huntington English & Media Faculty Coaching for Better Learning

2. Focusing on the Evidence www.youtube.com/watch?v=sng4p 3Vsu7Y Over 800 meta-analyses on 50,000 research articles and about 240 million students

3. Quiz Average effect size 0.40 = strategy which has a worthwhile impact upon achievement The range of the following examples is between 1.44 (very significant impact upon achievement) to 0.09 (barely detectable impact)

4. Selection of Influences 1.Class size 2.Self reported grades (self assessment) 3.Classroom discussion 4.Changing schools timetables/calendar 5.Ability grouping 6.Teacher education 7.Within class grouping 8.Peer influences 9.Student expectations 10.Feedback 11.Questioning 12.Providing formative evaluation 13.Teacher-student relationships

5. Answers 1.Self-reported grades (self-assessment) 1.44 2.Student expectations 1.44 3.Providing formative evaluation 0.90 4.Classroom discussion 0.82 5.Feedback 0.75 6.Teacher-student relationships 0.72 7.Peer influences 0.53 8.Questioning 0.48 9.Class size 0.21 10.Within class grouping 0.18 11.Ability grouping 0.12 12.Teacher education 0.12 13.Changing school timetables/calendar 0.09

6. OFSTED key messages for English Limited learning factors: excessive pace; an overloading of activities; inflexible planning; and limited time for students to work independently. High quality English teaching: teaching plans clear about key learning for pupils, teaching was flexible and responded to pupils’ needs as the lesson developed, and tasks were meaningful, given pupils real audiences and contexts where possible. (70% of English lessons observed judged good/outstanding)

7. The Huntington English & Media Coaching Model What implications do these findings have upon our faculty coaching priorities? What are my individual coaching needs?