ࡱ>   '` bjbj{P{P 4::F6 6 6 6 6 6 6 J rRrRrR8RfSJ VTlT4TTTTTTTVVVVVV$hpz6 UTTUUz6 6 TT@_Y_Y_YU`6 T6 TT_YUT_Y_Y*@6 6 TJT @ésrRV<R< WT6 T"T_YTTTTTzzYXTTT UUUUJ J J 0;J J J ;J J J 6 6 6 6 6 6  PPD Impact Evaluation Summary Report - Academic Year 2008/09 For ipda website Provider name: University of Cambridge Faculty of Education Enquiries to Fay Turner: fat21@cam.ac.uk  SECTION A: EVALUATION OF IMPACT PART ONE: What kinds of impact? Q1a: What kinds of impact has the provision had on participants?  Courses were found to develop participants knowledge and understanding of issues as well as to develop their skills. 58% of respondents rated their learning as a result of courses as excellent, 35% as good and 7% as satisfactory Evidence from student evaluations: Useful signposts to policy documents, very comprehensive information with regards to planning a quality CEG programme (Careers) Developed my understanding of how to deliver advice and feedback to people who are at different stages (Careers) My understanding of trainees is much deeper and more based in theory and experience (Mentoring) Now have a greater understanding of whole mentoring process (Mentoring) I have learnt a lot from the course and therefore to use my knowledge to help the children in my class (Autism) I have gained a deeper understanding of autism (Autism) Evidence from feedback on student assignments: I am pleased that you acknowledge how the suite of SENCo courses has extended your knowledge, skills and understanding of the SENCo role There is evidence of real learning and development in this report. You have read with care and you provide reflective comments You have clearly learned much through this project and have used this assignment to reflect on your experience Throughout this work you demonstrate clear evidence of the impact of your reading of the relevant literature on your thinking and practice There is clear evidence in your report concerning the development of your own thinking [This project] draws upon ideas from authoritative literature, and applies these ideas in both explaining the focal issue and in discussing the possible alternative approaches Evidence from Tutor Reports: Course members commented that the course had provided them with a range of tools to analyse their practice Course members reported that the impact on their learning had been good to excellent. They reported that they were given up to date information and clear explanations.(Careers) The course tutors workshops offered a wide variety of approaches to innovative planning in English, e.g. on teaching poetry, film and graphic novels. The final presentations were of an exceptionally high standard and therefore offered a rich variety of further teaching ideas, activities, resources and reflections for teachers to take away from the course. (Secondary English) In both informal and formal evaluation, members referred to the importance of reading, of discussion with others, of creativity in planning and the sense of community. Many considered it a privilege to be updated with the most recent historical scholarship by someone as eminent in the field of Islamic history as Peter Sarris (Secondary History) We felt that we had widened their knowledge and skills and this was particularly evident in the appropriate use of vocabulary/language in the presentations and written assignments (Developing advanced skills for supporting students at KS1&2) All students commented on a greater awareness of all issues surrounding dyslexia (Supporting pupils with SpLD Dyslexia) All participants rated their learning as excellent or good and many stated that they felt much more knowledgeable (Supporting children with autism) Discussions showed increased understanding of NG principles, strategies and use of assessment. Participants showed evidence of understanding tow new assessment tools. Also self-rating is very positive, particularly regarding attachment theory and early learning (Understanding the theory and practice of nurture groups) Evidence from Link Lecturer Moderation Reports: The course work was of a high standard and consisted of a systematic review of an element of the careers provision in the schools of course members (Careers) Submissions revealed candidates establishing a theoretical underpinning for their work by reviewing the existing literature and a strong sense of individual learning both in terms of improved practice and professional development as a researcher (Developing Advanced skills in supporting students at KS1&2) The strengths of the assignments included evidence of wide and purposeful reading and evidence of professional development in some depth and evidence of transformed thinking (Supporting pupils with SpLD) The best of the assignments showed a good grasp of theoretical underpinning for thinking about autism and the use of a range of sources in the literature including books and journal articles (Teaching children with autism) The best of the assignments showed good use of sources from the literature to support discussion and debate, the use of established theory to underpin the analysis of practice and experience and critical engagement with educational issues at a sophisticated level (Teaching pupils with speech and language difficulties) Courses were found to influence the thinking and practice of participants and to increase confidence in their ability to bring about change. 95% of respondents stated that courses had been very valuable to them professionally. A further 5% stated that courses had been fairly valuable to them professionally. Evidence from student evaluations: This is the most fruitful course I have been on. It is the best way of developing my teaching (Secondary History) I have loved it! Really re-invigorated my practice will spread the word in Norfolk (Secondary History) I have used ideas/theory to support my mentoring of non-student colleagues. I would like to share/develop student provision in school given the opportunity (Mentoring) made me think more explicitly about my practice (Mentoring) I became more reflective a little deeper or maybe I just remembered to stand back a little again (Mentoring) It has definitely given me much more confidence and has impacted on my classroom practice (Working with children with autism in school) Evidence from the HertsCam summaries of development: I improved my teaching of lower ability students and gained useful strategies to try with other groups Being in the Teacher Led Development Work group has had a positive impact on my teaching in other ways too: discussing and exchanging ideas with colleagues has been hugely rewarding and beneficial I feel that the quality of my teaching has improved I identified key factors, both internal and external that underpin successful independent learning Evidence from feedback on student assignments: This topic is certainly of relevance to the professional development of your role as SENCo [you] are also able to demonstrate its impact on current and future practice at your school Your commitment to extending your professional development has been recognised in securing of a new position on the SMT in a new setting This is an interesting study related to your professional development [Your] capacity for reflection extends to your practice and suggests that a reflective practitioner way of working is now embedded as a regular part of your practice This was an interesting study related to your professional development and relates to recent developments in the organisation of teaching literacy and English in your school There is clear evidence in your report concerning the development of your own thinking and practice and of benefits in terms of the quality of provision for the children The project clearly has informed changes in practice and the increased awareness of issues raised could well have other effects in the longer term It is clear that you have gained a lot from undertaking this project work. Your sense of growth as a leader is corroborated by the evidence of others and by your actions You show a really clear evidence of growth of leadership and confidence through the reflective commentaries. There is clear evidence of a learning journey here and of wide ranging contributions Your project has had a significant impact on you and have planned to impact the teaching of mathematics in Year 8 by adapting the scheme of work Your project work has impacted on your own professional development Evidence from Tutor Reports: Course members all reported that the course had been very valuable to them in their work (Careers) Participants demonstrated how they had endeavoured to be creative and critical in a range of ways such as taking a cross-curricular approach to teaching WW1 poetry etc. (Secondary English) The research dimension of the course, and the requirement to reflect on it critically in the presentations had an evident impact on several teachers professional practice (Secondary English) Professional practice was directly changed as a result of the creation and evaluation of schemes of work influenced by the second-order concepts of the discipline (Secondary History) The learning had a direct and discernable impact on everyones practice in school and the learning was largely achieved through the action research in school (Secondary History) All students developed their practice in terms of being dyslexia friendly and 4 intend to lead staff meetings to share their knowledge. One student has gained promotion (Supporting pupils with SpLD Dyslexia) Many [participants] stated that their confidence had improved and that they were able to offer help to colleagues in school. Many also stated that they had developed good working relationships with parents as a result of the course (Teaching children with autism) Evidence from Link Lecturer Moderation Reports: The best submissions revealed a strong sense of individual learning in terms of improved practice and the provision of clear recommendations for future practice (Advanced skills in supporting students at KS1&2) Strengths in the assignments included clear summaries of actions and outcomes happening as the result of interventions promoted throughout the course and the development of significantly improved practices underpinned by the development of excellent practical materials (Supporting pupils with specific learning difficulties) Strengths in the assignments included evidence of professional development in some depth and evidence of transformed thinking (Supporting pupils with specific learning difficulties) The best of the assignments showed an action-oriented approach in which targets for improved outcomes are generated then addressed using carefully planned interventions (Teaching children with autism) The best of these assignments showed clear development of confidence in participants with regard to the assessment of speech and language difficulties and evidence of significant impact on the professional development of individual participants (Teaching pupils with speech and language difficulties) The best of the assignments showed evidence of detailed analysis of the needs of individual children and significant developments in practice supported with practical materials (Working with young children with autism and their families) Almost all the portfolios showed evidence of very thorough reflection on the mentoring year and development of mentoring skills over time (mentoring)  Q1b: What kinds of impact has the provision had on pupils? Evidence suggests that participants became more able to understand the needs of their pupils and more able to address these: Evidence from student evaluations: I have learnt a lot from this course and therefore use my knowledge to help children in my class (Working with children with autism) Evidence from TLDW summaries of development work: The pupils demonstrated that, given the opportunity, they did have a pupil voice and a preference for learning I have improved my communication with my students and my understanding of their needs as well as their learning preferences I have improved my communication with my students and my understanding of their needs as well as learning preferences Evidence from feedback on written assignments: This has clearly been an enormously valuable piece of work for yourself, your staff and the children who attend your nursery. There is clear evidence in your report of developments in terms of provision for the children Evidence from Link Lecturer moderation reports: The best of these assignments showed a focus on a case study child, with the use of diagnostic tools supporting an understanding of their needs (Teaching children with autism) The best of these assignments showed a focus on the particular needs of an individual target child contrasted with the progress made by a typically-developing pupil (Teaching pupils with speech and language difficulties) The best of these assignments showed detailed analysis of the needs of individual children (Working with children with autism and their families) There is evidence that participation in PPD courses encouraged teachers to introduce strategies which led to improved learning of their pupils Evidence from TLDW summaries of development work: I think I have alerted my students to being more active learners by thinking about the way they learn best. I believe that the diamond strategy will have a real impact on examination results Students became much more confident at assessing one another, particularly in practical sessions Student interest and engagement in science lessons improved. They enjoyed acting as scientists, they felt skilled to challenge scientific findings I feel that the students learning improved because of the strategies I was able to create The strategies I gave my students have helped them become less needy. They are now more self reliant and show a greater level of perseverance I feel confident that the project has made a huge impact on the pupils knowledge of art history Evidence from feedback on written assignments Your project has clearly had an impact on your students with regard to their engagement and attainment Your project demonstrates how providing opportunities for learning outside the classroom can improve learning in the classroom, reflecting the aspirations of the new curriculum for KS3 Evidence from Tutor Reports on courses: During the course several patterns emerged these included the notion that finding ways to involve students in planning is key and that it is beneficial to take risks and be daring (Secondary English) There was a strong focus on participants constructing plans and then evaluating those plans in terms of the type of historical thinking that they were building in their pupils (Secondary History) Evidence from Link Lecturer moderation reports: The best of these assignments showed good evidence of positive impact upon pupils and their learning (Teaching children with autism) The best of these assignments showed significant impact on the learning of individual children (Teaching pupils with speech and language difficulties and Working with children with autism and their families) Q1c: What kinds of impact has the provision had on the wider life of the school/other schools?  There is considerable evidence that the projects undertaken by PPD students have influenced the practice of colleagues Evidence from participant evaluations I am more confident when discussing issues surrounding mentoring students with other colleagues (Mentoring) I have had lots of discussions with the head teacher and I have also supported my colleagues who were in the mentoring process (Mentoring) Passed on some info to fellow mentors and will feedback to head at appropriate time (Mentoring) Evidence from TDLW summaries of development work: I encouraged the increased use of group work in my department and that resulted in two members of the department experimenting with group work I raised the awareness of Access Arrangements throughout the school for both pupils and staff I have also improved our departments approach to self and peer assessment, impacting on another school and other colleagues in my own school through using ICT in a creative way These strategies were shared with another member of my department and were effective when used in his lessons I am looking forward to extending this development work to other colleagues over the next academic year to really test out ideas and then disseminate to the rest of the teaching staff With the learning outcome assessment I intend to pilot it in other departments and target it at different abilities I am working to roll out my strategies across the department for next year My research and activities will continue to have a positive impact as colleagues use these more within their lessons. Peer assessment has now been included in the departmental development plan for the next academic year I am encouraging the other members of my department to adopt the strategies in their teaching and I am starting an informal group looking at independent learning strategies across different departments Through departmental meetings I have informed the rest of the maths staff of my TLDW project and some have already taken on these ideas and I hope to make them common practice throughout the maths department for the next academic year Evidence from feedback on written work: This has clearly been an enormously valuable piece of work for your staff and there is clear evidence of developments in your staffs thinking and practice Your project has relevance across the school and I look forward to you sharing what you have learned with colleagues outside the faculty Your project work has impacted on other members of your department. Colleagues were interested in the work you have been undertaking when you presented it at the staff conference and were keen to collaborate with you. You are now beginning to work with other departments who are trialling material From Tutor Reports on courses: All students commented on the need to share their new knowledge with colleagues back at school (Supporting pupils with SpLD Dyslexia) Many stated that their confidence had improved and that they were able to offer help to colleagues in school (Teaching children with autism) From Link Lecturer Moderation Reports: The outcomes of this course had a number of strengths including clear benefits to schools in terms of evidence-based improvements in practice (Developing advanced skills in supporting students at KS1&2) A strength of the best assignments was evidence of the implementation of whole-school approaches (Supporting pupils with SpLD) The best assignments showed evidence of findings being shared in whole-school development sessions (Teaching children with autism) There is much evidence that undertaking PPD courses has given participants the confidence to influence school policy Evidence from participant evaluations: Mapping exercises have been particularly helpful in terms of helping me to prepare my negotiations with SLT for more time, changes to Careers/PHSE models (Careers) The course has given me the confidence to go back to school and argue the case for the careers department when our new head starts next year (Careers) Evidence from TDLW summaries of development work: I have changed the leadership style within the learning forum, updated the anti-bullying policy and presented it to SLT and learnt how to be more confident about beliefs and sharing them with others Evidence from feedback on written work: You are able to demonstrate [your projects] impact on current and future practice in your school I am sure this piece of research will have prepared you for your intention to introduce provision mapping in your new school Emerging from the study is an extensive list of ways in which results will inform school policy and practice [Your study] should clearly help to move forward the policy and practice in your setting You have presented an overview of the range of layered provision available and investigated the profile of reading in your school. This should be helpful for the SMT making decisions about which to implement Your project has already had an impact on your team and at SLT level where support was overwhelmingly given for you to continue this enquiry and produce a guide for all staff You have liaised at County level and are well on the way to gaining accreditation for your school. There is clear evidence that you have involved a wide range of people in your work teachers, students, LSAs and SLT in order to lead organisational change and engage staff and students productively in this process I feel that this TDLW work has been a positive factor in your secondment to the WSLT in that it showed ability to liaise successfully with a range of stakeholders on a whole school issue Evidence from Tutor Reports: Four students intend to lead staff meetings to share their knowledge (Supporting pupils with SpLD Dyslexia)  Q1d: (optional) Has your provision had other forms of impact not covered by the questions above?  Most of our courses involve participants in enquiry into their own practice or the practices within their schools or settings. This focus on enquiry helps to develop critically reflective practitioners. The focus on enquiry has also helped to build the capacity of practitioners in schools to use appropriate data collection methods and to carry out rigorous analysis in ways that are reliable and valid. Several practitioners from a school or groups of schools jointly participate in courses, particularly within the HertsCam network. This has helped to promote cultures of enquiry into practice as a means to school improvement within and between schools.  PART TWO: How do you know? Q2: How do you know that these are areas of impact related to PPD? What evidence did you collect? Whom did you consult? What strategies did you use? The means by which evidence for the impact of PPD courses was collected are suggested above. More explicitly they were: Participant evaluations. Participants are asked to evaluate all courses they complete. A standard proforma is used. Once they have been scrutinised by course tutors and Link Lecturers (if it is a partnership course), completed evaluations are collected centrally; TDLW summaries of development work. On completion of their project, participants following the HertsCam TDLW programme are asked to answer the two questions; What improvement, change or learning occurred? and How will the project continue to have impact in the future?; Tutor feedback on participants written work. Tutors give comprehensive summative and formative feedback to course participants about their written work. Copies of written work and feedback are held centrally and can be analysed for evaluation of impact; Tutor Reports on courses. On completion of all courses, tutors are required to submit an evaluation of the course to the PPD office. A standard proforma is used; Link Lecturer Moderation Reports. All partnership courses that are tutored by people who are not members of the Cambridge Faculty of Education have a Link Lecturer. It is their role to support the development and tutoring of the course and to be responsible for quality assurance. Link Lecturers use evidence from observations of teaching, participant evaluations, tutor reports and moderation of assignments to write a moderation report for each partnership course. These five sources of data were analysed for evidence of impact on participants professional development, for impact on students learning and for impact on the wider school and beyond.  PART THREE: Implications for your provision Q3a: How have you already responded to your evaluation of impact in the current academic year (2008/09)?  Evaluation of impact suggested that PPD which is based on enquiry is particularly effective. Therefore, courses and partnerships which support enquiry into practice as a means to professional development and school improvement, have been considered favourably in the course approval process. Faculty-based courses which focused on subject knowledge and pedagogy were found to have significant impact on teacher professional development and on their practice. Faculty staff have therefore been encouraged to develop such courses for PPD. The partnership between Link Lecturers and Local Authorities were found to be important in developing and supporting work which had significant impact on participant professional development and student learning. A number of new Link Lecturers from Faculty staff were recruited to work with partnership PPD initiatives extending the range of expertise within the CPD/PPD programme e.g. a new link was established with Cambridgeshire in relation to a course for primary ICT specialists. Evaluation of impact suggests that this is greater when practitioners have opportunities to continue to develop work begun as part of a PPD programme. The Faculty has established new routes to diploma and masters awards which enable practitioners to continue their professional development and enhance the resulting impact on their students and schools. From 2009-10 there are three new routes to the Postgraduate Diploma in Educational Studies (PDES) involving Postgraduate Certificates in Professional Studies (PCPS) and Postgraduate Certificate in Educational Research (PCER) courses as well as the possibility of incorporating modules from the MEd. There are three distinct routes to the PDES: a PCPS only route; a PCPS plus PCER route; an MEd to PDES route. The Postgraduate Certificate in Educational Enquiry (equivalent to a PCPS but which is completed through supported enquiry and does not involve a taught course) plus PCER route enables students to pursue a PDES by enquiry and research only. Evaluation of impact showed that Faculty and Partnership PPD courses did have significant positive impact on practitioners, students and schools. However, some courses were more successful in this than others and a number of developments for 2009-10 have been introduced in order to address the need for greater consistency in impact between courses: the generic student handbook, which serves to bring conformity to the courses, has been updated to take account of changes to the awards as described above; an updated guidance on ethical concerns has been added to the student handbook; comprehensive guidance on writing a PCER assignment, which is also useful to students writing PCPS assignments has been added to the student handbook; a new staff handbook has been produced and distributed to all Tutors which gives information about quality assurance and examination procedures, descriptions of the Tutor and Link Lecturer roles, generic programme information and proforma for each award, criteria for the writing and assessment of assignments, clear directions about the procedures for marking and moderation of work, University and Faculty policies. the development of a staff camtools site to provide information and guidance on such issues as supporting students to work at Level 7.  Q3b: What are the implications of your evaluation of impact on your provision in the longer term? Objectives for development in PPD courses based on evaluation of impact are: to focus on the quality of provision, rather than on quantity, and therefore to recruit numbers of students consistent with the Faculty Strategic plan and the TDA allocation; that courses will increasingly reflect the Faculty position that effective PPD involves enquiry into practice; to strengthen existing links and to build new links in order to work with partners in a way that enhances impact; to increase the number of students progressing from PCPS to PCER and PDES courses and then to the Facultys masters courses; to achieve greater consistency in the level of students work and the related impact on them, their students and their schools; to run courses in partnership with the new SEN regional hub in order that Faculty PPD that will continue to have a significant impact on the professional development of SENCos and others working with pupils with SpLD. Planning for impact The HertsCam Teacher-Led Development Work programme uses an instrument called The Impact Tool in order to help participants plan for their projects to have impact and also to gather data on impact from participants. This encourages participants to plan for maximum impact and then to evaluate what they have achieved. Specifically it asks participants to identify impact on their own practice, on pupils, on colleagues practice, on school structures and on culture and capacity within the school. Input is given during the courses on different types of impact participants projects might have and on how to plan effectively for impact. Consideration is now being given to developing the use of this tool more widely across PPD courses. Assessment of impact We are considering ways of assessing impact of PPD on participants, pupils and schools in the longer term. Many of our participants undertake courses over a period of several years. With the introduction of the new routes to Diploma and Masters it is expected that increasing numbers will continue to be involved in Faculty and Partnership PPD for three years or more. This should facilitate the collection of data on the impact of PPD over a longer term.  SECTION B: COLLABORATIVE FUNDING Q4a: Please provide a breakdown of how the collaborative funding for 08/09 was used.  The TDA collaborative funding for 2008 2009 was used to promote, develop and support PPD partnerships between the Faculty and 24 organisations including local; authorities, groups of schools, individual schools and professional bodies. : The collaborative funding supported a number of processes essential to the partnerships and to the assurance and improvement of quality in the programme including: the development of proposals for new courses; joint planning; moderation of participants assignments; the link lecturer role; Faculty tutors involvement in PPD partnership courses; the work of the PPD Managing Group; the work of the PPD Standing Committee; the work of the Partnership Advisory Group; the annual PPD Partnership Day.  Q4b: How did the collaborative funding benefit your provision in 08/09? The PPD programme run by the Faculty of Education in partnership with the other providers listed in Q4a benefited from use of the collaborative funding from TDA in a number of ways. For example, collaborative funding has enabled the partnership to: plan new partnership courses and have proposals for new courses approved; moderate work produced by participants in partnership courses; facilitate visits from Faculty link lecturers to PPD courses run in school or local authority settings; run celebration and presentation events allowing course tutors and participants to share their successes together. Funding supported a Partnership Day held in the Faculty in July 2009. Representatives from all our partner organisations (tutors and students) were invited to attend this day and were directly involved in: discussing and commenting upon proposed developments in the programme; reviewing the content of the Facultys PPD Student Handbook; reviewing and the content of the Facultys PPD Staff Handbook; discussing the new routes to PDES and implications of awards being postgraduate; using the Facultys assessment criteria for PPD work in reviewing samples of assignments submitted at a variety of levels; coming to agreements about the levels at which work could be said to pass or fail; commenting on any aspect of the programme and the Facultys PPD provision. Funding supports a new Partnership Advisory Group which has been established to promote the instigation and sharing of ideas in relation to Faculty PPD policy and practice. It is hoped that such ideas will lead to the development of PPD provision that has significant impact and addresses the changing needs of schools. The focus of the first meeting was on partnerships between universities, schools and local authorities. A review of the literature about different types of university-school partnerships was presented by a member of Faculty involved in this review. A school colleague presented a paper setting out the different types of school collaborations with which the university might develop partnerships. These presentations facilitated consideration of the Facultys policy and practice in relation to partnership for effective PPD. 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