ࡱ>        DbjbjcTcT 4>>  _____sss8sS#i#4###x$x$x$<>>>>>>$Ob_&x$x$&&b__##w+++&p_#_#<+&<++ 8,# his'db(0Ʈ׼'4׼׼_x$h$J+*%<f%;x$x$x$bb*x$x$x$&&&&׼x$x$x$x$x$x$x$x$x$ %:  PPD Impact Evaluation Summary Report LIVERPOOL JOHN MOORES UNIVERSITY FACULTY OF EDUCATION, COMMUNITY & LEISURE NOVEMBER 2009 Introduction and Summary This report has been written in response to the requirement that PPD providers report on the impact of PPD provision. It draws on a range of quantitative and qualitative data, including participant completed module evaluations, Impact Questionnaires and assignments, and feedback from partners and other stakeholders. The implications for practice are discussed, and changes made for 2008/09 described. The collaborative funding is used to part-fund a PPD Partnership Manager post, and the range of activities supported through this fund are detailed. Key Findings Participants report considerable impact on themselves, their pupils, and on their schools and/or other schools. 89% report positive impact on their desire to learn more, with 53% rating this as excellent. 83% report positive impact on their professional development, with 48% rating this as excellent. 74% report positive impact on self-confidence and self-esteem, with 32% rating this as excellent. 68% report positive impact on their leadership skills, with 27% rating this as excellent. 61% report positive impact on their teaching skills, with 19% rating this as excellent 57% report positive impact on pupils learning outcomes, with 19% rating this as excellent. 46% report positive impact on their promotion prospects, with 17% rating this as excellent. The quantitative data reported here provides numerous examples of how participants believe their engagement with PPD funded programmes is having an impact on their knowledge, understanding and professional practice. There is some corroborating data from partners and tutors. However, as some participants point out in their responses to impact questionnaires, it is difficult to argue a direct causal link between PPD programmes and impact on participants, pupils and schools. The assumed link between participants own professional learning, changes in their practice, enhanced pupil experiences and improved standards of learning, behaviour and achievement is problematic. First, many other factors have an influence on teachers and schools, including other CPD initiatives such as the National Strategies, and school initiatives. Second, the reporting timescale means that in many cases it is too early to be able to judge the impact on pupil learning experiences. Nonetheless the data reported here suggests that there is reason to believe that PPD programmes provided by LJMU and its partners have a positive impact on participants professional knowledge and understanding, and that they are able to apply this in their professional practice to contribute to enhanced outcomes for pupils and school development and improvement. Furthermore, the continued growth of our PPD funded work in 2008/09, suggests that participants, schools and partners really value the high quality professionally focused programmes that we offer. Provider name: LIVERPOOL JOHN MOORES UNIVERSITY  SECTION A: EVALUATION OF IMPACT PART ONE: What kinds of impact? Q1a: What kinds of impact has the provision had on participants?  Participants in the MA AEP programme reported very high levels of impact on their professional development, with 83% rating this as excellent (48%) or good (35%). Typically, participants who commented on this report impact on their knowledge and understanding, and their professional thinking and practice. Many also comment on more profound personal impact as illustrated by this quote. The course has encouraged me to be more vocal in meetings and courses. I am less afraid to give opinions and challenge what I feel is wrong. I have had the opportunity to lead on projects and work with others towards the enhancement of the school. Further opportunities should arise in the near future (Participant, PG Cert Leadership & Management) As last year, many participants reported significant positive impact on their self-confidence/self-esteem and desire to learn more. Overall, almost three-quarters of all participants (75%) recorded that their self-esteem or confidence had improved, with an even higher percentage (89%) reporting increased desire to learn. This is reflected in the high proportion of participants who decide to continue with the programme after completing one of the Postgraduate routes. Opportunities to become more confident in the delivery of my own subject at a number of levels (Participant, MA Artist Teacher programme) Improved confidence/self esteem as staff respect my training and come to me for advice (Participant, Researching Professional Practice) Very positive effect on self confidence awareness of body language specifically (Participant, PG Cert Mentoring & Coaching) I found it really enjoyable and the impact on my confidence and practice has been huge (Participant, PG Cert Mentoring & Coaching) Helped me greatly with developing my self confidence in carrying out my mentoring role (Participant, PG Cert Mentoring & Coaching) The course has had a massive impact on my confidence and perception of my competence (Participant, PG Cert Mentoring & Coaching) Because I have more strategies and structures to work with, I do feel more confident (Participant, PG Cert Mentoring & Coaching) I understand myself more, values/beliefs (Participant, PG Cert Mentoring & Coaching) I have learnt to say no when it is appropriate and to realise that I cannot, and dont have to do everything myself. This has not been achieved through delegation, but rather by collaboration and teamwork (Participant, PG Cert Leadership & Management) Stakeholders such as Headteachers also report increased confidence and willingness to take on responsibility. Both participants appear more confident and this has shown in different ways. One member of staff organised a history week and took an assembly (something she thought shed never do). The other has taken on a new year group and has become more confident at expressing herself in a variety of meetings (Headteacher, Developing the Role of the Subject Leader) M has become more self-confident and is hoping to move on to a Key Stage Leader post (Headteacher, Developing the Role of the Subject Leader) Reported impact on promotion prospects is mixed. Almost half (46%) report positive impact on their career prospects, but many others comment that they are not interested in promotion. Interestingly, many participants record that they have been promoted, or are now considering applying for promoted posts when they had not previously envisaged this, as illustrated below. Made a very useful next step in career as a more competent and valuable subject leader (Participant, PG Cert AEP) I have worked in secondary education for many years. I have enjoyed the course because even though it challenges me, I can see clear links to my work and professional experience. Passing the assignments has motivated me and I am even considering applying for promotion. I didnt feel like that two years ago (Participant, PG Cert Leadership & Management) Many participants note that their involvement in their programme has made them more reflective or more personally effective in professional roles. The course has changed the way I think and taught me how to reflect (Participant, MA Artist Teacher programme) Made me more reflective (Participant, PG Cert Leadership & Management) Recognise myself as a leader (Participant, PG Cert Leadership & Management) Be more sensitive to others (Participant, PG Cert Leadership & Management) Ask my team members to evaluate my practice and give constructive but honest feedback (Participant, PG Cert Leadership & Management) Definitely improved professional practice (Participant, PG Cert Mentoring & Coaching) Developed my questioning technique (Participant, PG Cert Mentoring & Coaching) My leadership skills are much better, more rounded and [I am] better at giving feedback (Participant, PG Cert Mentoring & Coaching) I have found myself to be more reflective in a more constructive way and started to use clean language/questioning/feedback (Participant, PG Cert Mentoring & Coaching) Impacts directly on my practice in a variety of roles (Participant, PG Cert Mentoring & Coaching) I have developed professional practice immensely and hope to impact on the learning and practice of others (Participant, PG Cert Mentoring & Coaching) It is already impacting on my practice by using skills I learnt at work (Participant, PG Cert Mentoring & Coaching) More organised lessons run more smoothly, mini plenaries throughout (Participant, PG Cert AEP) Impacted on the team of staff, thus giving more quality teaching to the children (Participant, PG Cert AEP) Greatly understand much more the need for levelling in subjects, so will direct my teaching and planning accordingly (Participant, PG Cert AEP) The only course ever to have made a real difference to my self confidence and self esteem due to a great delivery style (Participant, PG Cert AEP) I have found this course to be helpful in giving me the confidence I need to be a subject leader. To speak out, delegate and get things done (Participant, PG Cert AEP) Much more confident to accept myself and to lead staff meetings in an efficient manner (Participant, PG Cert AEP) Several also note a commitment to further study, learning and professional development. Bring on the PhD! (Participant, PG Cert Mentoring & Coaching) I have learned lots on this course and strengthened existing knowledge which has led me to want to learn more (Participant, PG Cert Mentoring & Coaching) I hope to continue studying, and for this course to help shape my role and help me find a way to bring mentoring into my organisation (Participant, PG Cert Mentoring & Coaching) I had decided this would be my last course (for now!), but I have been inspired to continue learning (Participant, PG Cert Mentoring & Coaching) Realise we have scratched the surface of the subject,t and there is therefore so much more to understand/learn (Participant, PG Cert Mentoring & Coaching) Already enrolled on Leading from the Middle. Interested in leadership pathways and NPQH (Participant, PG Cert AEP) Q1b: What kinds of impact has the provision had on pupils? In PPD funded work all learning, teaching and assessment activities focus on supporting teachers in critically reflecting on theory and practice to improve their effectiveness, consequently contributing to the improvement of pupil performance. A fundamental belief of the LJMU programme team is that the development of a culture of work- based enquiry promotes participants personal learning, and therefore that of pupils. However, it is widely recognised that it is very difficult to demonstrate causal links between PPD and improvements in pupil learning. It is difficult to disaggregate the impact of PPD from other factors, and there may be a considerable time lag between changes in teachers practice and improvements in standards of achievement (TDA, 2007, p8). However, across the programme, over half of all participants (57%) rate the impact on their pupils learning outcomes as good (38%) or excellent (19%). As might be expected, impact in this area is more highly rated on the SEN routes which focus directly on classroom teaching strategies for supporting pupils with special educational needs. For example, these quotes from participants on SEN routes illustrate some of the ways in which they have changed their practice as a result of their learning on the programme. Positive reinforcement Provided me with clear behaviour strategies Helped to re-affirm notions of BESD and appropriate approaches Real tools to use in the class room Greater insight into how to deal with poor behaviours and understanding of BESD difficulties Improved pupil behaviour Understanding more what children and young people want and their expectations Selected use of language more carefully more conscious of wording of requests to alter behaviour Have a more flexible approach to giving children/young people a choice (Participants, PG Cert SEN) Outcomes have been very positive with the children I have taught on a 1:1 , both their confidence and literacy skills (Participant, PG Cert SEN Programme) Improving the skills of children with dyslexia, improving their confidence (Participant, PG Cert SEN Programme) I am more clear in explanations. Children staying on tasks due to short time, high impact sessions (Participant, PG Cert AEP) I will be much more focused on the NC level progression and enjoyment i.e. Child led tasks/extra curricular clubs (Participant, PG Cert AEP) In other routes, many participants undertook school-based projects intended to enhance the learning experiences and achievements of pupils. In a module focusing on effective learning, teaching and assessment, for example, participants designed, implemented and evaluated classroom action research projects including: A year 2 teacher developed an age appropriate version of the High Scope approach, to facilitate pupil motivation, independence and engagement A History teacher, also an AST, developed and evaluated the overt teaching of metacognitive skills in her work with a Year 8 class A Geography teacher evaluated the impact of using more creative approaches in exploring controversial environmental issues as identified below: The findings in this study indicate that the interactive relationship within the groups did promote creative thinking skills. The creativity used in this context did improve motivation and contributed to raising standards and increased the pupils understanding of the topic. The linked activities and sharing of group presentations improved confidence and self esteem. The exercises were effective in encouraging pupils to discuss the criteria for success and linked to the learning objectives A science teacher adapted and evaluated the CASE approach: CASE did encourage collaborative learning and the year nine pupils in the study did benefit from this, but I believe there are better ways of achieving collaborative and active learning and promoting thinking to enable independent learning. This study has impacted on my own practice. Many of the strategies in CASE can be applied to other contexts and, when planning schemes of work for the new Key Stage 3 curriculum, I am particularly interested in developing opportunities for metacognition in my lessons and trying out strategies to promote effective discussion and collaborative work Stakeholders too, report impact on pupils, as illustrated by these quotes from Headteachers of participants on the Subject Leaders programme. In September M moved with her Y1 class into Y2. During this time there has been a marked improvement in behaviour. She has identified weaknesses in learning and addressed this by reorganising her classroom organisation (moved from ability to mixed ability group), and particularly her teaching of reading. Whilst still evaluating the impact of these changes, first impressions indicate positive academic improvement (Headteacher, Developing the Role of the Subject Leader) Participants in the MA Artist Teacher programme reported a range of impacts on their classroom practice, and thus the experiences of their pupils. Developed a new approach, one that is more concerned about thinking (Participant, MA Artist Teacher programme) Raised awareness of contemporary arts practice and therefore transferred into classroom (Participant, MA Artist Teacher programme) Helped me to teach the new Creative and Media diploma (Participant, MA Artist Teacher programme) The course has made me re-appraise my own position as an Artist/Teacher a role that needs constant renegotiation. I feel that the course has given me the confidence to become more of a facilitator, allowing my students to be less spoon fed and develop more as creative thinkers (Participant, MA Artist Teacher programme) Greater development of conceptual and critical thinking schools (Participant, MA Artist Teacher programme) More knowledge in subject area, which is great because I have more of a direction (Participant, MA Artist Teacher programme) Although the PG Cert routes in Leadership and Management and Mentoring and Coaching are not designed specifically to support teachers classroom teaching skills, a number of participants in these programmes noted impact on this area of their work. The course has affected my teaching skills in that it has enabled me to lead more effectively within the nursery setting (Participant, PG Cert Leadership & Management) I, personally have always been well motivated and had high expectations of myself and the children. This is reflected in the ethos of the school. The course helped reaffirm that this is the correct and positive way forward (Participant, Pg Cert Leadership & Management) It has widened my repertoire of learning activities I can call upon in the classroom (Participant, PG Cert Mentoring & Coaching) Improved questioning techniques (PG Cert Mentoring and Coaching) Indirect effect on classroom practice, because the course has given me confidence to video classes (Participant, PG Cert Mentoring & Coaching)  Q1c: What kinds of impact has the provision had on the wider life of the school/other schools?  The module evaluation form in use in 2008/09 asked participants in the programme to report on the extent to which they believed their involvement in the programme would contribute to school improvement. Across the programme, impact on leadership skills is very positively evaluated, with 41% rating this as good, and 27% as excellent. As might be expected, impact in this area is particularly highly rated on the generic Leadership and Management route (87% rating it as excellent or good). The wide ranging nature of this impact is illustrated by this extract from an assignment completed by a participant on this programme. Through carrying out this study I have developed an understanding of my own leadership style and an appreciation that to be an effective leader, one has to employ a combination. Fortunately, this is something I appear to be able to do. I have learned, however, that in situations where I have to take the lead, I tend to exhibit leadership styles that are people-focused rather than task-orientated, such as affiliative and democratic. Although these seem to work at present, I am now aware of the risks associated with these styles and will attempt to expand my repertoire. Goleman (2002) suggests that leaders who do not have all styles available at their command can augment their styles by working with others whose styles are complementary, as with leadership teams; this is certainly an area I would like to explore, perhaps through carrying out some peer observations. Alternatively, one can expand ones repertoire of styles through development; coaching appears to be the most effective method of developing leadership styles, yet in an organisation where job title seems to dictate what continuing professional development one can undertake, this may prove difficult (Participant, PG Cert Leadership & Management). Participants report, on Impact Evaluation forms and in assignments, many ways in which their leadership skills have been enhanced and extended by their learning on the programme, as illustrated by these quotes. One of the modules allowed me to seriously examine the issue of Post 16 transition. I have been able to examine its impact and effectiveness within school. As I lead on this in the school I was able to generate a lot of primary data from colleagues, students and parents. I have used this as a prompt to investigate outcomes for year 11 and generally to assess how successful our transition policies are based on the views of the school, students, parents and the Local Authority. I intend to examine areas for improvement while recognising the realistic limitations of action within national policies. (Participant, PG Cert Leadership & Management) Examining how leadership and management approaches have direct impact on school effectiveness and school improvement in primary schools has been fascinating and of direct relevance to my career . Using my school as a case study has been really valuable in making the theory come-alive, particularly recognising the importance of school culture. (Participant, PG Cert Leadership & Management) Given me a wider insight into changes and leading a team successfully (Participant, PG Cert Leadership & Management) Has had significant impact on my dealings with students and being able to accept other peoples skills and limitations (Participant, PG Cert Leadership & Management) Set up action plan for dealing with some of the difficulties there have been in nursery (Participant, PG Cert Leadership & Management) Trying to implement changes using strategies learnt to improve setting and outcomes(Participant, PG Cert Leadership & Management) I now involve staff more (Participant, PG Cert Leadership & Management) Give me a more clear aim of what I want to achieve as a Subject Coordinator, made me think (Participant, PG Cert AEP) Invaluable for providing necessary tools and motivation to lead the subject (Participant, PG Cert AEP) Feel more confident to hold staff meetings and introduce new ideas (Participant, PG Cert AEP) Learnt a lot about the ways to get the best from people and out of meetings and about the qualities a good leader should have (Participant, PG Cert AEP) I feel I have developed stronger leadership skills and have an awareness of how to lead better (Participant, PG Cert AEP) I feel I will be more confident as some of my style has been confirmed as beneficial to leadership. I have also developed skills in staff meeting delivery and efficient modes of data collection e.g. SWOT (Participant, PG Cert AEP) Analysed teachers views and attitudes of subject using SWOT analysis to help evaluation and review of key areas (Participant, PG Cert AEP) Delivered a staff meeting (Participant, PG Cert AEP) Organising and implementing new scheme of work (Participant, PG Cert AEP) Began to develop a straight forward Subject Leader file that identifies the needs of pupils/school (Participant, PG Cert AEP) Understanding of the roles of different members of staff within school, in terms of their roles within school (Participant, PG Cert AEP) Has refreshed the need for reflection/evaluation (Participant, PG Cert AEP) Some participants report impact on the wider life of their school, and sometimes that they have had the opportunity to disseminate to colleagues in other schools or settings. More able to deliver staff training competently and confidently (Participant, Researching Professional Practice) I am planning training for other staff (Participant, PG Cert SEN) Share my experiences and knowledge with staff within my work place (Participant, PG Cert SEN) Confidence has improved over the year. I feel more able to offer advice as a specialist (Participant, PG Cert SEN) Evaluating software which could support children with dyslexia (Participant, PG Cert SEN) Developed a new AS course within new framework or conceptual thinking (Participant, MA Artist Teacher programme) Others report greater willingness to take on or continue with new roles in school. Several participants have had the opportunity to disseminate their findings to audiences beyond their colleagues In some modules, assessments take the form of presentations to peers on the course. Participants give very positive feedback on this strategy. Several participants presented at the MA AEP annual conference in June 2009, including those who had just joined the programme, and one who had just completed a dissertation. Another reports that she was contributing to an annual conference held in her field: Had work accepted for ATS National Conference (Participant, MA Artist Teacher programme) Participants in Mentoring and Coaching modules noted many ways in which their learning on this programme had or would impact on their professional work, as indicated by the quotes below: Within my department I have cascaded practice and knowledge to other members and have now got them on board with the Mentoring and Coaching recognition Framework. I am going to coach them though the accreditation. They attend weekly mentoring meetings, do observations and training sessions for trainees (Participant, PG Cert, Mentoring & Coaching) Tried open questioning with mentee (PG Cert Mentoring and Coaching) Target setting with trainee (PG Cert Mentoring and Coaching) Started to use clean feedback and clean questioning in mentoring relationships (Participant, PG Cert Mentoring & Coaching) Will impact on the way I work with pupils, colleagues and trainee teachers (Participant, PG Cert Mentoring & Coaching) Helped me greatly in my role as ITT mentor (Participant, PG Cert Mentoring & Coaching) Changed terminology to clarify roles at work, shared awareness and now have common expectations of what a coach or mentor is in my/our context (Participant, PG Cert Mentoring & Coaching) Implement new practices within organisation (as a result of attending course (Participant, PG Cert Mentoring & Coaching) Developing coaching and mentoring across the whole school (Participant, PG Cert Mentoring & Coaching) Will enable me to further develop mentor training session (Participant, PG Cert Mentoring & Coaching) I am more open as a mentor and more willing to discuss my practice with my mentor, so that we both get the best from the relationship (Participant, PG Cert Mentoring & Coaching) A better coach will have a better coachee (Participant, PG Cert Mentoring & Coaching) It has improved my ability to work with others who are different to me (Participant, PG Cert Mentoring & Coaching) Given me the confidence to be more challenging (Participant, PG Cert Mentoring & Coaching) Promoted coaching and mentoring in my establishment (Participant, PG Cert Mentoring & Coaching) Changed the way I work with mentees (Participant, PG Cert Mentoring & Coaching) Changed the feedback proforma I use with mentees (Participant, PG Cert Mentoring & Coaching) Organised a focus group to reflect on the way we use mentoring within the work place. Changes have taken place by adopting a coaching model and identifying appropriate coaches for the right coachee (Participant, PG Cert Mentoring & Coaching) Reports from school-based stakeholders collected through the six month follow-up survey and Early Years Leadership evaluation project indicate that senior staff have seen significant impact. For example, Headteachers of participants who attended the Subject Leader programme report increased willingness to be proactive and take responsibility: The participant developed deeper knowledge which allows an understanding of leadership and enables me as a headteacher to distribute leadership with confidence across the school (Headteacher, Developing the Role of the Subject Leader) Since completing the course M has led a session about middle management. This was successfully delivered to all school staff (TA and teaching) during an INSET day on leadership. She was well planned and informative (Headteacher, Developing the Role of the Subject Leader) Stakeholders reported impact from the Mentoring and coaching programme on participants, pupils and the wider life of the school. Reflective aspect of the course developed skills and participants gained from opportunities to discuss and share experiences with other colleagues from this and other schools Increased confidence and skills of participants impacted on their teaching Has encouraged participants to want to widen their involvement in school developments  Q1d: (optional) Has your provision had other forms of impact not covered by the questions above?  As described above, most of the impact data collected reports impact in relation to participants, pupils and schools. Many also report a significant personal dimension, reflecting Days (1999) view that in teacher continuing professional development, personal and professional factors are inextricably linked. Tutors and programme participants have contributed to a number of conferences and other events e.g. PPD conferences, UCET annual conference, MTL consultation events. Tutors and programme participants also have plans to publish the outcomes of their work in a variety of journals in 2009/10.  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 sources of evidence we used to collect information about the impact of PPD-Funded programmes includes: Impact Questionnaires (See Appendix 2) Following Hustler et al (2003) the Impact Questionnaire asks participants to specifically report on impact in the following areas: teaching skills, pupils outcomes, participants professional development, their promotion prospects, self confidence and esteem, desire to learn more and leadership skills. Participants are also asked to record any school initiatives resulting from participation in the course, for example, new teaching approaches trialled, development of innovative teaching materials, subject leadership tasks completed, or new schemes of work introduced Module evaluation forms (See Appendix 3) Module forms are completed for each module, and the responses collated, discussed by staff teams, and the feedback used to inform the development of the module and the programme Wants, Expectations and Concerns Exercise (Appendix 4) Partner Feedback Partners have reported impact in meetings and at Educational CPD Partnership Steering Group A six month follow-up survey (Appendix 5) In 2008/09, we conducted a pilot six month follow-up survey. Postal questionnaires were sent to participants and their schools, with a request that these be completed by a relevant senior member of staff. One associate tutor has undertaken a case study of the impact of the programme on which she works for her Professional Doctorate programme. She conducted a postal survey and face to face interviews with participants and their managers. A summary of her key findings is in Appendix 7. External Examiner Feedback (Appendix 6) These have been scrutinised for evidence of impact identified by external examiners The following stakeholder groups have been consulted about procedures for compiling impact data, and in providing data to inform this impact report: Participants: Participants have been asked to consider the impact of their studies; analyse, and reflect and report on impact in written assignments, and complete Impact Questionnaires in their final taught sessions. Some have also reported instances of impact, such as promotion, new teaching approaches trialled, or new leadership strategies in conversation or email correspondence with tutors Partners: Partners have been asked to reflect on the impact of PPD partnership work, and to report on impact. In 2008/09, this was formalised as a standing item at the Educational Sector CPD Steering Group meetings, which will also consider module evaluation summaries and impact questionnaires School senior staff: Senior colleagues of participants in the programme have been asked for feedback through the pilot six month follow-up survey LJMU Staff: LJMU tutors were asked to report impact on their own thinking and practice through engagement with participants in taught sessions and tutorial work. External Examiners: External Examiners have been asked to specifically report on impact. The strategies used to collect impact data in 2008/09 include: Module evaluation forms completed by participants Impact Questionnaires completed by participant Scrutiny of completed assignments and dissertations Meetings with partners and stakeholders Discussion with LJMU tutors Six month follow-up postal survey of participants and senior leadership colleagues in their schools Scrutiny of External Examiner reports PART THREE: Implications for your provision Q3a: How have you already responded to your evaluation of impact in the current academic year (2008/09)? As the result of the appointment of a new Head of Educational CPD & Enterprise in 2006/07, LJMU undertook a review of all processes and procedures in relation to the management of PPD funded programmes. The review of procedures led to a range of significant changes in the last two years, which are now firmly embedded in all provision. These developments include: Formalising the PPD Partnership Management post Developing improved strategies for collecting management data Developing improved strategies for collecting management information Developing new protocols and procedures regarding partnership working Establishing an effective Education Sector CPD Steering Group Improved arrangements to advise applicants about the options available to them Improved information about APCL and APEL available to partners and participants Consistent use of the Wants, Expectations and Concerns exercise (Appendix 5) to identify group and individual needs Tutors constantly review and update specific modules/sessions in response to the needs analysis exercise conducted in initial sessions, and to feedback from participants, as indicated by this quote. Teaching has been altered to reflect the points made in the initial wants and needs forms as well as the module evaluations in session 2 and at the end of the module. The specific points altered in ECLMEM505 are that all module presentation handouts are available on Blackboard and are given out now at the start of each session. In addition, a request was made last time by two students to increase the level of group work in sessions. I am going to develop thisin this run through of the module. Also, the evaluations are important as it reminds me as to the wealth of people attending my module, and that I have to keep on my toes to ensure that, given my background, I do not make the sessions too based upon examples from schools.( Tutor, Researching Professional Practice module) Specific changes already made in response to impact evaluation data collected in 2008/09 include: Consistent use of Wants, Expectations and Concerns exercise to ensure responsiveness to individual/cohort needs A greater focus on self-evaluation in the Subject Leaders programme Improved guidance to participants on writing reflective practice assignments through a taught session and written guidance. This was piloted in 2008/9, and was very well received by participants, and will be used across the programme from 2009/10 Extending library induction to two sessions to provide enhanced guidance on accessing electronic resources. This innovation, too, was well-received and will be embedded across the programme from 2009/10 Providing more opportunities for participants to disseminate their work, such as the establishment of an annual MA AEP conference, where programme participants are encouraged to present papers Significant developments in 2008/9 included: The development of an Early Professional Development route in partnership with a local authority Extending our relationship with Tate Liverpool through the creation of a new module Gallery-based Education The phenomenal growth of our Mentoring and Coaching programme which is proving very popular with school-based learning communities, and which further cements our relationship with ITT Partnership schools Because I am sharper and more aware of the standards through the accreditation scheme, I have devised a grid which is issued to all trainees on the first day of their placement. The grid helps them to plot the standards they have hit and see any gaps. So for example my recent trainee was able to see very quickly she had no experience of statutory and exam moderation work and we were able to address this (ITT Mentor/Participant on PG Cert Mentoring & Coaching) Through better listening and questioning I have allowed trainees to reflect on their own lessons, and think about how they might have been better. I certainly feel that trainees are leaving the school in better shape than ever before, with a feeling of empowerment, and in the knowledge that they have made the department better. They certainly have more control over the mentor experience too (ITT Mentor/Participant on PG Cert Mentoring & Coaching) The creation of a dedicated NQT route, for our ex-PGCE students in their NQT year Q3b: What are the implications of your evaluation of impact on your provision in the longer term? The longer-term implications of impact evaluation for our provision are that we need to continue to develop processes and procedures across all PPD funded work. This will involve, in 2009/10 and beyond: Monitoring and reviewing the continuing development of the MA Advanced Educational Practice programme, to ensure it continues to meet the needs of participants, their schools, and partner organisations Monitoring and evaluating the effectiveness of processes and procedures embedded in 2007/08 Improving support mechanisms for learners who are working at a distance from the university Continuing to establish robust and sustained partnerships with a range of stakeholder organisations Continuing to develop assessment strategies to ensure participants directly analyse and reflect on the impact of their engagement with the programme Continuing to develop strategies to fully embed a focus on impact in all programmes Developing robust strategies for the dissemination of the outcomes of participants work SECTION B: COLLABORATIVE FUNDING Q4a: Please provide a breakdown of how the collaborative funding for 08/09 was used.  Since the appointment of the Head of Educational CPD and Enterprise the post of PPD Partnership Manager has been formalised and the PPD Collaborative Funding is used to part-fund this post.  Q4b: How did the collaborative funding benefit your provision in 08/09?  In 2008/09, the PPD collaborative funding has been invaluable in supporting partnership activity. Establishing, developing and maintaining strong and enduring partnerships is a complex and time consuming process, which would not be possible without the additional resources provided by this fund. During 2008/09, the PPD Partnership Manager and her team have worked closely with the Head of Educational CPD & Enterprise to support partnership working and review relevant procedures and processes. This has included the following activities: Establishing and maintaining strong and effective relationships with partner organisations and individual partner representatives. Organising and servicing meetings of the Education Sector CPD Steering Group, where all PPD provision is reviewed, monitored, and evaluated; issues discussed; and emerging needs identified Creating and managing formal partnership agreements, documents and financial contracts for PPD funded partnership work Meetings with individual partners/potential partners to monitor existing provision and discuss, negotiate and contract new provision Production of publicity materials, application forms, etc for PPD partnership provision Attendance at TDA organised PPD meetings, regional PPD provider meetings etc Attendance at local/regional meetings e.g. LA CPD Fairs, NW HEI CPD Forum Day to day liaison with partners regarding administrative matters including venue approval visits, dealing with applications and enquiries, organising accommodation and refreshments, etc The collection, collation and analysis of Management and Impact Data Support for validation of new modules within the MA AEP programme Appendix 1 Impact Data Tables A-H Table AImpact on Professional DevelopmentWhere 1 is excellent and 5 is poor12345MA AEP Mentoring & Coaching Route (56)27 (48%)22 (39%)6(11%)1(2%)MA AEP Leadership & Management Route (29)13 (45%)12 (41%)4 (14%)MA AEP SEN Route (17)10 (59%)5 (29%)1 (6%)1 (6%)MA AEP Research Methods (17)6 (35%)4 (24%)4 (24%)3 (17%)MA Artist Teacher (5)4 (80%)1 (20%)Totals60 (48%)43 (35%)16 (13%)5 (4%) Table BImpact on Promotion ProspectsWhere 1 is excellent and 5 is poor12345MA AEP Mentoring & Coaching Route (56)11 (20%)17 (30%)13 (23%)7 (13%)8 (14%)MA AEP Leadership & Management Route (28)3 (11%)13 (46%)7 (25%)3(11%)2(7%)MA AEP SEN Route (17)4 (24%)5 (29%)7 (41%)1 (6%)MA AEP Research Methods (17)1 (6%)10 (58%)4 (24%)2 (12%)MA Artist Teacher (4)2 (50%)1 (25%)1 (25%)Totals21 (17%)35 (29%)38 (31%)16 (13%)12 (10%) Table CImpact on Self -confidence/ Self-esteemWhere 1 is excellent and 5 is poor 12345MA AEP Mentoring & Coaching Route (56)18 (32%)22 (39%)13 (23%)3 (6%)MA AEP Leadership & Management Route (29)11 (38%)12 (41%)6 (21%)MA AEP SEN Route (17)3 (18%)10 (59%)3 (18%)1 (6%)MA AEP Research Methods (17)5 (29%)8 (47%)3 (18%)1 (6%)MA Artist Teacher (5)3 (60%)2 (40%)Totals40 (32%)52 (42%)27 (22%)5 (4%) Table DImpact on Desire to Learn MoreWhere 1 is excellent and 5 is poor12345MA AEP Mentoring & Coaching Route (56)27 (48%)25 (45%)3 (5%)1 (2%)MA AEP Leadership & Management Route (29)13 (45%)10 (34%)5(17%)1(4%)MA AEP Research Methods (17)9 (53%)6 (35%)2(12%)MA AEP SEN Programmes (17)13 (76%)3 (18%)1 (6%)MA Artist Teacher (5)3 (60%)1 (20%)1 (20%)Totals65 (53%)45 (36%) 11 (9%)3 (2%) Table EImpact on Pupils' Learning OutcomesWhere 1 is excellent and 5 is poor12345MA AEP Mentoring & Coaching Route (56)11 (19%)21 (38%)15 (27%)5 (9%)4 (7%)MA AEP Leadership & Management Route (29)4 (14%)11 (38%)11 (38%)2 (7%)1* (3%)MA AEP SEN Route (17)3 (18%)10 (58%)3 (18%)1 (6%)MA AEP Research Methods (17)3 (17%)5 (29%)4(24%)4 (24%)1 (6%) MA Artist Teacher (5)2 (40%)1 (20%)2 (40%)Totals23 (19%)48 (38%)35 (28%)12 (10%)6 (5%)1* Not in teaching role Table GImpact on Teaching SkillsWhere 1 is excellent and 5 is poor12345MA AEP Mentoring & Coaching Route (56)12 (22%)23 (41%)14 (25%)3 (5%)4 (7%)MA AEP Leadership & Management Route (29)14 (48%)12 (42%)2 (7%)1* (3%)MA AEP SEN Programmes (17)6 (35%)7 (41%)3 (18%)1(6%)MA AEP Research Methods (17)4(24%)6 (35%)3 (18%)3 (18%)1 (5%) MA Artist Teacher (5)2 (40%)2 (40%)1 (20%)Totals24 (19%)52 (42%)33 (27%)9 (7%)6 (5%)* Not in a teaching role Table HImpact on Leadership SkillsWhere 1 is excellent and 5 is poor12345MA AEP Mentoring & Coaching Route (56)13 (23%)21 (38%)14 (25%)4 (7%)4 (7%)MA AEP Leadership & Management Route (29)15 (52%)10 (35%)3 (10%)1 (3%)MA AEP SEN Route (17)1(6%)12 (70%)4 (24%)MA AEP Research Methods (17)3 (18%)6 (35%)5 (29%)2 (12%)1(6%) MA Artist Teacher (5)1 (20%)2 (40%)2 (40%)Totals 33 (27%)51 (41%)28 (22%)7 (6%)5 (4%) Appendix 2: Impact Evaluation Questionnaire  Teacher CPD Impact Evaluation Form The TDA part-fund all accredited teacher CPD courses. They ask us, as a provider, to collect information about the impact of our provision on individual participants and their schools. It is also very useful for us to know the impact our courses is having on teachers professional practice. We would be very grateful if you could spend a few minutes completing this Impact Evaluation Form. Name of Course : Date started: Date finished: 1. How much impact has your experience of this course had on the following? Please rate each of them on a scale from 1 (very significant impact) to 5 (no significant impact). 12345Your professional developmentYour promotion prospectsYour teaching skillsYour self-confidence/self-esteemYour desire to learn moreYour pupils learning outcomesYour leadership skillsOther (please specify) Have you any comments about the impact of this module on: Your professional development Your promotion prospects Your teaching skills Your self-confidence/self esteem Your desire to learn more Your pupils learning outcomes Your leadership skills Thinking about the impact of this course, are there some things you have already done as a result of attending it? Please list. Thinking about the impact of this course, what do you expect to do in the future as a result of attending it? Have you any comments about the impact of this course on: Thank you very much for completing this Impact Evaluation Form Appendix 3: Module Evaluation Form  MA Advanced Educational Practice Programme Module Name:Group: Tutor: Date: Where 1 is excellent and 5 is poor Final Evaluation ExcellentCategories12345VenueContentDelivery/PresentationQuality of MaterialsProfessional RelevanceAdministration Number of respondents Most useful part(s) Suggestions for improvement Further support required Appendix 4: Wants, Expectations & Concerns Exercise MA Advanced Educational Practice Programme Module Title and Code What do you WANT from the course? What do you EXPECT from the course? Do you have any CONCERNS about the course? Appendix 5: Six month follow-up survey  Teacher CPD Post Course Impact Survey Participant Version Developing the Role of the Primary Subject Leader Module April 2008-July 2008 Summary 1. What impact has the course had on you? (e.g. your knowledge and understanding, your teaching or leadership skills, your personal effectiveness, your confidence etc) Please circleGreat impact 5 4 3 2Little impact 1 4 1 (25%) 2 (50%) 1 (25%)  Comments & examples: My understanding of pressures and challenges of leadership has been enhanced I have learnt to say no when it is appropriate and to realise that I cannot, and dont have to do everything myself. This has not been achieved through delegation, but rather by collaboration and teamwork A great impact on my knowledge and understanding of the roles of the subject leader. Been given the confidence to find evidence and assess the effectiveness of the subject in my school Knowledge and understanding, relevance Able to apply to teaching preparation of subject leader file (curriculum file) Improved knowledge of history of education 2. What impact has the course had on pupils? (e.g. their motivation, behaviour, standards of achievement etc) Please circleGreat impact 5 4 3 2Little impact 1 3  1 (33%) 2 (67%)   Comments & examples: I, personally have always been well motivated and had high expectations of myself and the children. This is reflected in the ethos of the school. The course helped reaffirm that this is the correct and positive way forward I have been given more motivation and so this has reflected upon my pupils. It has made sure all the standards are being met Not applicable 3. What impact has the provision had on the wider life of the school/other schools? (e.g. sharing ideas with colleagues, leading meetings or staff development sessions, school based projects or initiatives, collaboration with other schools etc) Please circleGreat impact 5 4 3 2Little impact 1 4 3 (75%)   1 (25%) Comments & examples: The course has encouraged me to be more vocal in meetings and courses. I am less afraid to give my opinions and challenge what I feel is wrong. I have had the opportunity to lead on projects and work with others towards the enhancement of the school. Further opportunities should arise in the near future It has been such a great experience to work with other teachers and share ideas. It was lovely having the time to reflect upon my own everyday teaching and talk with others about it Developing initiatives in my curriculum specialist subject Continuing Professional Development Little impact, no time! 4. Has the provision had other forms of impact not covered by the questions above? The course was interesting, challenging and enlightening. It has given me the opportunity to reflect on my current practice and shown me ways in which this could be developed further Julia Tanner was a very good tutor who explained everything very clearly. She has given me more confidence to share ideas with others in school and ask for help if I need it, also the ability to say no once in a while Very interesting course. Thank you. Seeing an excellent lecturer at work! (Julia Tanner)   Teacher CPD Post Course Impact Survey Stakeholder Version Developing the Role of the Primary Subject Leader Module April 2008-July 2008 Summary 1. What impact has the course had on the participant(s)? (e.g. their knowledge and understanding, their teaching or leadership skills, their personal effectiveness, their confidence etc)Please circleGreat impact 5 4 3 2Little impact 1 4  4 (100%)   Comments & examples: Deeper knowledge which allows an understanding of leadership and enables me as a headteacher to distribute leadership with confidence across the school Teacher is now KS2 leader She has led staff meetings sharing knowledge and skills Both appear more confident, and have shown this in different ways. One member of staff organised a history week and took an assembly (something she thought shed never do). The other has taken on a new year group and has become more confident at expressing herself in a variety of meetings She has gained confidence and is developing her role. Since completing the course M has moved into Y2 after attending training (new to Y2). She will be leading the year group later in the Spring Term. She has also been observed teaching by staff (NQTs) from another school and has a teaching student working alongside her in class. She is the D.T. co-ordinator, has organised Art week in school and is leading a whole school assembly  2. What impact has the course had on pupils? (e.g. their motivation, behaviour, standards of achievement etc)Please circleGreat impact 5 4 3 2Little impact 1 4  1 (25%) 2 (50%)  1 (25%) Comments & examples: Difficult to assess impact across the school children are well behaved and motivated Havent seen any impact on pupils In September M moved with her Y1 class into Y2. During this time there has been a marked improvement in behaviour. She has identified weaknesses in learning and addressed this by reorganising her classroom organisation (moved from ability to mixed ability group) and particularly her teaching of reading. Whilst still evaluating the impact of these changes, first impressions indicate positive academic improvement  3. What impact has the provision had on the wider life of the school/other schools? (e.g. sharing ideas with colleagues, leading meetings or staff development sessions, school based projects or initiatives, collaboration with other schools etc) Please circleGreat impact 5 4 3 2Little impact 1 4  2 (50%) 2 (50%)  Comments & examples: Some leadership of projects and collaboration with colleagues but will use this experience more Has led staff meetings See response to Q1 regarding planning of Veterans Week Since completing the course M has led a session about middle management. This was successfully delivered to all school staff (TA and teaching) during an INSET day on leadership. She was well planned and informative  4. Has the provision had other forms of impact not covered by the questions above? Developed both participants as teachers, given them confidence to take on and develop new initiatives in school Although the two members of staff enjoyed the content, the impact in school has not been great. It would probably be a good idea to do a follow-up visit at the school to discuss what they should be doing. Failing that tell me and I will go through it with them Increased her confidence (x2) M has become more self confident and is hoping to move on to a Key Stage Leader post  Appendix 6: External Examiner Feedback External Examiner (SEN/Dyslexia routes) The set tasks are relevant and clearly beneficial to the students' development as practitioners. There is a strong emphasis on reflective practice and students are encouraged to use a wide range of academic material to increase their knowledge and understanding; support their discussion and underpin their own teaching. External Examiner (Leadership & Management routes) Feedback to students is thorough and helpful, clearly demonstrating support for students development. I am pleased to note that the programme, through its assessment arrangements, foregrounds critical reflective practice. External Examiner (Generic routes) There was excellent evidence of high quality tutor feedback and clear moderation procedures. The assignments demonstrated at their best, a high level of engagement with theoretical concepts, literature and research. It was good to see so many teachers synthesising theory with their practice and it was a joy to read their accounts of developing their work with children and colleagues. 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