ࡱ>  EbjbjUU 7??%= 55555III8lI:z"pq4yyyyyyy$\|~y5y55y: : : |55y: y: : Jq\w$8ԻIdEtBy z0:ztZ`vw5w: yyd:z :  Institute of Education, University of London Postgraduate Professional Development Impact Evaluation Summary Report 2008-2009 For further information please contact:London Postgraduate Professional Development Partnership (LPPD) LeadershipDr Karen Edge,  HYPERLINK "mailto:k.edge@ioe.ac.uk" k.edge@ioe.ac.uk Master of Teaching (M Teach) programmeJon Pickering,  HYPERLINK "mailto:j.pickering@ioe.ac.uk" j.pickering@ioe.ac.uk SENJIT: Outreach Accredited Numbers (Graduate Diploma in Special & Inclusive Education)Gill Brackenbury,  HYPERLINK "mailto:g.brackenbury@ioe.ac.uk" g.brackenbury@ioe.ac.uk Graduate Diploma in Professional Studies (GDPS)Kim Insley,  HYPERLINK "mailto:k.insley@ioe.ac.uk" k.insley@ioe.ac.uk Postgraduate Certificate in Teaching English as an Additional Language (PGC TEAL)Dr Catherine Wallace,  HYPERLINK "mailto:c.wallace@ioe.ac.uk" c.wallace@ioe.ac.uk  Provider name: Institute of Education, University of London  SECTION A: EVALUATION OF IMPACT PART ONE: What kinds of impact? Q1a: What kinds of impact has the provision had on participants? The Institute of Education received funding in the 2008/09 year for five PPD programmes: London Postgraduate Professional Development Partnership (LPPD) Leadership Master of Teaching (M Teach) programme SENJIT: Outreach Accredited Numbers (Graduate Diploma in Special and Inclusive Education) Graduate Diploma in Professional Studies (GDPS) Postgraduate Certificate in Teaching English as an Additional Language (PGC TEAL) Common to all of the above programmes is the requirement for participants to approach their studies using real issues within their own workplace. This common theme enables participants to benefit from an intensive focus on specific areas of need relevant to their school or local authority setting. Examples of this include: Action research projects within the GDPS which have demonstrated reflective practice in schools which changes pupils access to the curriculum (e.g. Investigating a themed learning approach in a Year 3 classroom and Engaging children through collaborative learning and cooperation) and may challenge other teacher colleagues practice (e.g. An investigation into the development of childrens literacy skills: KS2 German Teaching and Improving early writing skills in an inner London Nursery class by providing ideas and resources for parents to do with their children at home: an action research study). Realisation that participants are part of a wider community of teachers responsible for leading their own learning in order to lead the learning of others. Benefitting from the interplay between learning from academic sources and learning from professional practice, reflection on learning, learning about learning and hands-on contextualisation of academic research within a workplace setting. Securing promotion within their school setting and improved satisfaction in existing job role. Course assignments demonstrating improvements in participants theoretical knowledge, skills and understanding in specialist areas and the implications for teaching and learning in these areas. LA colleagues and participants have shared experiences of completing the research in the classroom and the change in the quality of reflection of participants engaged in modules. Participants are introduced to opportunities for further study, progression and professional development (e.g. in the case of the PGC TEAL which now has a dedicated route to the MA Bilingual Learners in Urban Environments programme). Module evaluations and discussions with participants of the LPPD partnership Leadership programme show that participants have used the Leadership modules to explore important issues within their teaching, departments and whole schools. Participants research has included topics related to behaviour management and induction for students. Teachers report that they had developed an understanding of their work and how to improve it. Course leaders on this programme report that having conducted school based-research for the first assignment, participants are convinced of the benefits of conducting in-school research for all assignments, even when this is not a requirement of the course.  Q1b: What kinds of impact has the provision had on pupils? The common theme of workplace based assignments and research enables participants of the PPD programmes offered by the Institute of Education to develop strategies and new approaches to learning and teaching which are set in real-life and immediate contexts. The MTeach in particular places specific emphasis on action research. A requirement of the dissertation/research project is that participants will be able to demonstrate impact in their workplace. One participant gave the following feedback: .....after studying collaborative learning trends for my dissertation, I developed a different approach to group work in my classroom. Children were moved from sitting in groups of 6 or more (shown to be detrimental to effective group work) to smaller groups of 4. They were also moved from working in same attainment groups for most of the day. I began to plan for collaborative learning opportunities more frequently and gave structured development of social skills a higher priority in the daily routine of my classroom. A major learning outcome of the PGC TEAL programme is to enable participants to plan interventions and activities which give students with EAL improved access to the curriculum. Participants on this programme have reported that they are able to engage more effectively with the parents of minority ethnic children. Participants on the Graduate Diploma in Special and Inclusive Education report impact on pupils both through structured assignments and also through anecdotal feedback. Teachers report that they are able to more effectively identify pupils needs, understand the difficulties these pupils face and develop techniques and strategies to better support their pupils.  Q1c: What kinds of impact has the provision had on the wider life of the school/other schools?  Participants on the PGC TEAL report that they have been able to raise the profile of literacy work within their schools, using work undertaken as part of the programme to bring about radical changes in literacy policy. Networks and communities across numbers of schools are established informally to disseminate and share best practice. Although an unintended outcome of this programme, this has had benefits for those participants who would otherwise have remained isolated within their role. Participants also report that they are often perceived by their schools as qualified to advise on issues relating to their EAL specialism as a result of undertaking the programme and have been invited to deliver INSET to other colleagues in their schools as a way of embedding their learning. Leadership participants have also undertaken research on improving subject-based knowledge sharing at meetings and improving the uptake of IT across all subjects in the curriculum. Case study work for the Leadership modules has explored issues of how change is put into place which has resulted in the generation of recommendations aimed at improving change processes within schools. Specific to the MTeach programme is the use of Associate Tutors to deliver the course. A number of these Associate Tutors are previous participants of the MTeach programme and they are therefore able to bring additional real-life contextualisation to the programme. Participants are able, at first hand, to benefit from the advice and guidance of someone who has undergone the same process of review, reflection and change. This approach is generating additional impact as participants are able to take the knowledge and skills they develop through the programme and take this expertise out into their workplace to train others, creating a wide network of trainers. The Graduate Diploma in Special and Inclusive Education has been particularly effective where a local authority takes on the programme, e.g. in Islington, where the programme runs once every two years. The local authority uses the fallow year to visit schools, assess the impact of the programme and disseminate best practice. The Local Authority also uses this opportunity to organise network events which enables practitioners to follow-up on how they are making progress in embedding the new skills and reflective practices they have developed by participating in the programme. Sharing of good practice is also enabled by informal networks of peer observation facilitated by the programme leaders.  Q1d: (optional) Has your provision had other forms of impact not covered by the questions above?   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? All programmes delivered at the Institute of Education are subject to a programme of review and quality enhancement. Mechanisms for review and evaluation of teaching, learning, the curriculum, assessment, and outcome standards include: Module evaluation by participants Termly meetings of the programme team Annual programme review prepared by the programme team and considered by the Faculty Quality Assurance / Quality Enhancement committee Periodic programme review and revalidation involving external panel member Termly reports by programme representatives to the programme committee Termly reports by module leaders to the programme committee Peer observation of teaching External examiner reports Staff review and development Mechanisms for gaining participant feedback on the quality of teaching and their learning experience: Participant module evaluation Representation on programme committees Central to the Institutes programme of professional development however is the requirement for participants work to be rooted in professional practice. Demonstrating impact is therefore an embedded element of programme structures rather than tacked on once participants have completed their programme. There are also a number of methods for collecting anecdotal and other feedback. The use of peer observation and informal networking communities has already been referred to and participants are able to make use of the Blackboard VLE to contribute to online discussions. In addition, programme leaders on the MTeach in collaboration with other Institute departments, have been conducting a destination study looking at outcomes for MTeach participants, in particular examining the longer term benefits of undertaking the programme, and considering whether improvements in practice introduced by participants is long lasting and embedded. The project manager of the GDPS also conducted a small research project which explored teachers, students, prospective teachers, Head teachers and LA colleagues expectations for professional development. The project was completed in April 2009 and the findings lead to the development of a flexible, modular provision (see below).  PART THREE: Implications for your provision Q3a: How have you already responded to your evaluation of impact in the current academic year (2008/09)? Module evaluations across all programmes have been positive with excellent informal feedback received from participants. However, we continue to make improvements to address specific areas of need. Through discussions with participants on the LPPD programme it has been identified that there is a desire for wider dissemination of the findings within schools and across our PPD provision. To this end, we have allocated resources and enlisted the support of the IT specialists to develop web-resources including pod-casts and presentations of high-quality PPD generated research. The GDPS programme has been successful in attracting more than just the teacher workforce. Although TAs and LSMs are not fundable under PPD funding rules, there has been particular interest in these groups working alongside their teacher colleagues and facilitating a whole school approach to professional development. This has enabled us to revalidate provision offering a flexible, modular framework which can be taught either on campus or as outreach within schools. The new programme has been named the Advanced Educational Practice Programme with participants able to work towards an MA or Graduate Diploma in Advanced Educational Practice. Participants of the PGC TEAL programme have expressed a desire in investigating new technologies and we are investigating methods of developing delivery of the course through a range of technologies.  Q3b: What are the implications of your evaluation of impact on your provision in the longer term?  As referred to previously, with common core elements across each of the PPD offerings being the requirement for work-based inquiry and reflection across a range of specialisms, there is often a need to support participants in identifying methods of sharing good practice. A number of the programmes have identified a need to formalise the informal support communities which are often set up by cohorts and exploration of mechanisms through which this can be done will be explored. It has also been identified that bringing together the experiences and findings of PPD participants so that outcomes across all programmes can be more effectively disseminated might be beneficial. With this in mind, we will explore opportunities to showcase the work of participants perhaps through open seminars or contributions to the Institutes Learning and Teaching Conference which will draw together common themes. The impact of the MTL remains an unknown element in terms of requirements for PD at postgraduate level. The practice based element of the MTL has clearly been drawn from successes in the PPD programme but demand for PPD may be affected as a result. To address this, we plan to identify new partnerships with Local Authorities or whole schools so that work can be tailored to meet local needs more effectively.  SECTION B: COLLABORATIVE FUNDING Q4a: Please provide a breakdown of how the collaborative funding for 08/09 was used.  Collaborative funding has been utilised in a number of ways: To offer subsidised rates to partner local authorities for specialist modules To provide specialist speakers on modules who are able to discuss current legislation and policy To provide one day seminars To support continued liaison with key staff within Local Authorities and Schools To support the additional costs of delivering programmes on an outreach basis in the workplace setting. To support partnership development on the newer PPD programmes.  Q4b: How did the collaborative funding benefit your provision in 08/09?  Through use of collaborative funding, we have been able to continue our focus on working with specific Local Authorities, facilitating tailored support relevant to local needs. In some cases, where collaborative funding has been used to subsidise tuition fees, this has meant that participants who would not otherwise have been able to attend were able to undertake PPD. The ongoing liaison with key staff from Local Authorities and from schools enables us to ensure that modules are informed by the needs of stakeholders and relevant to local needs.  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