ࡱ>  gVbjbjcTcT 4>>M %%%%%9998q]9 w>!(I4}}}XXXvvvvvvv$^y|dv%XXXXXv%%}}v"""XX%}%}v"Xv""n4Kt}Єlo9Xp>vv0 w=qd|d||KtKtd|%_t,XX"XXXXXvv XXX wXXXXd|XXXXXXXXX : PPD Impact Evaluation Summary Report - Academic Year 2008/09 Introduction PPD criterion 7 states that providers should: Show how provision delivers postgraduate professional development which meets priority areas identified by the TDA. This information is required by TDA by Monday 30th November 2009. The evaluation of the programmes impact on practice in schools should be sent in summary form using this template. PPD partnerships have already specified their approach to impact evaluation in their application. Please note that TDA welcomes different approaches across the partnerships. The purposes of this summary template are as follows: To support providers and ensure that the process of reporting is not unduly burdensome To achieve consistency in how this information is reported To enable TDA to disseminate effective practice across providers To inform the future development of the PPD programme We are interested in how you have evaluated impact, what conclusions your evaluation has led to and how this evaluation will inform your future provision. Please note that these summaries will be made available for the external quality assurance of PPD that we have commissioned. We will not use this information to make judgements which affect existing funding arrangements but we may wish to contact providers for further detail in cases where the summary is unclear. Guidance Further guidance on completing this form is provided. You may also find it helpful to review the TDAs report on PPD impact evaluation and the examples of effective practice provided on our website  HYPERLINK "http://www.tda.gov.uk/partners/cpd/ppd/evaluating_impact.aspx" http://www.tda.gov.uk/partners/cpd/ppd/evaluating_impact.aspx . The boxes will expand if additional space is needed. However, we would urge providers to be as concise as possible. For the purposes of this summary report, we are interested in your approach to evaluating impact, outcomes and your appraisal of provision this year, rather than in the detail and the methodology which lies behind the findings. Please note, however, that TDAs quality assurance of the programme may involve further discussion based on the evidence which supports providers evaluation of impact. This evidence should therefore be available on request. Section A of the template relates specifically to impact: 1: Part 1: What kinds of impact have you discovered on participants, pupils, schools and others? 2: Part 2: How do you know this has been an impact of PPD? How did you approach this exercise? 3: Part 3: What are the implications of your findings for your current and future provision? Section B relates to collaborative funding. We are interested in the impact you believe collaborative funding has had on your provision. We are also interested in how this funding has been used. This will enable us to monitor the effectiveness of collaborative funding and also to disseminate to other providers how this funding has been used to good effect. Provider name: University of Bristol  SECTION A: EVALUATION OF IMPACT PART ONE: What kinds of impact? Q1a: What kinds of impact has the provision had on participants?  This year saw the PPD funding extended to all Masters level courses at the Graduate School of Education. The first participants who were funded through the MSc SURE (Science Understanding, Research and Education) course completed their Masters programme. These participants said participation had meant: Ive become a much more reflective teacher. Greater confidence to put forward my ideas to others, inc SLT. Enabled me to take on Head of Science role. They saw how the courses had both personal and professional impacts: It consolidated and developed my ideas the assignment helped me think about classroom strategies. It is interesting that the initial needs analyses completed at the outset show that participants are looking to develop my practice and want time for my own development. After 7 years of teaching I want to further my teaching knowledge. They were keen: To take on a new challenge and partake in research to help improve my own practice in teaching. To expand my knowledge... with emphasis on assessment at key stage 3. To continue to develop my practice and to give myself opportunity to keep up to date with current research. The participants across PPD programmes were very aware of the direct impact of the programmes on their practice: I have learnt how to learn and I became a more competent learner. I engaged with concepts that I had never experienced before. I think the content of the unit contributed to my professionalism a lot. The approaches will be very useful to my continuing professional development. By studying in this unit, I know more management theorywhat will behelpfulfor my work in future. Developed my understanding of antisocial behaviour. Some participants were inspired by their participation to consider progressing further: Hearing about some long term studies that were carried out was alsouseful and made a few of us think that maybe we should do a PhD in order to carry out a long term study of our own!  Q1b: What kinds of impact has the provision had on pupils?  PPD is increasingly recognised by teachers as an important way of contributing to personal development as well as impacting on professional performance. The recent introduction of Masters credits as part of the PCGE at the University of Bristol has reinforced this connection. One participant said at the outset of the course that she was looking: To keep developing my practice and to ensure that it crosses into the classroom. The evidence for impact on pupils is sometimes more indirect, although some participants were clear that their experience had translated directly into the classroom: The biggest impact the unit had on me was it forced me to use new technology with my pupils. I have changed my style of praise to remember to comment on the work rather than the individual. Changes to assessment procedures. Understand the ethnic differences of my students. I learned how to use mathematical programs which I can use in my teaching. Gave very useful scientific background that enhanced my understanding of how students learn. I will continue to incorporate ICT into my own Mathematics teaching. I feel that I have further enhanced my knowledge of teaching children with dyslexia. I can now speak to parents and their children about the issues surrounding the difficulties that these children face not only in school but in their everyday life in general. As far as other professionals are concerned, I feel more confident to challenge traditionally held views about children with dyslexia and hope to influence their teaching for the better. I have learned how to deal with multicultural issues and provide a better quality education for all students. It is for many participants too soon to say if this impact is in measurable terms (such as raising achievement in assessments). Although some participants who have now completed three years of a Masters did say that we were able to develop new approaches to help our slower learners to progress and achieve higher grades. Improved results at GCSE in particular, students better able to move themselves forward. Many felt that participating in PPD programmes meant that they were better prepared to influence pupil outcomes in the future: Learnt lots of information and skills I can put into practise. I feel more informed and will choose better teaching methods for my students in the future. I feel that I have a much better understanding of disorders in maths and reading and am more confident in my ability to possibly detect and deal with learning difficulties in the future. Theoretical background will provide me with a firm foundation to explore ICT initiatives within mathematics education. My evaluative and analytical skills have been well exercised and honed to deal with 'effectiveness' issues when I return to school. I have learnt how to manage a multicultural classroom and a multicultural school to meet the needs of all students especially those of ethnic minority. The broader experience of Masters programmes was also recognised: Anything that enriches the learning process will have a positive impact on the pupils at my school. Collaborative learning is now much more enjoyable and stimulating.  Q1c: What kinds of impact has the provision had on the wider life of the school/other schools?  The University of Bristol currently works with individual teachers rather than with whole schools (although see section Q3b). There are participants on the Masters programmes who have clear responsibilities within their schools and the wider Local Authority networks: At county level, bring a more updated voice to the lead science practice group. It gave me confidence and ability to lead areas of development within my school, and cluster through LSP group. In January I will run a G&T session, INSET, for schools in my locality I will utilise the pedagogical knowledge gained from the MSc to aid me. The PPD programmes are an important part of validating these areas of responsibility: Gain confidence/knowledge to lead developments in my school. I am now using GSP in the classroom and am supporting others in my department with this technology. I hope to look at other technologies that were shown to us during the course it has been good to add another dimension to maths lessons. The broader theoretical and policy issues raised by research can impact on school based practice: It better enabled me to understand policy making and the issues which surround it. I will be more able to critique policy making in my local context. This should ensure that my pupils and school have the best policy possible. It enabled me to assess quality education in my own context and this should reflect in more relevant teaching for my school. This will benefit my teaching and the school as a whole. Some specific school-based changes resulting from PPD include: Changes to KS2 KS3 and fewer problems early in Year 7; implementation of mentoring programme for Y7 pupils by older students. Masters programmes participants also demonstrate through their practice new ways of working that are picked up more widely across the school: Cross curricular ventures are beginning to be more forthcoming. I disseminate both formally and informally what I learn.  Q1d: (optional) Has your provision had other forms of impact not covered by the questions above?  Participants make a wide range of comments on their impact evaluation forms showing how the PPD courses affect them in a positive way. Thoroughly stimulating and enlightening. I have thoroughly enjoyed the MSc and am encouraged to continue to develop both myself and my practice. One participant made the comment that M level study made me realise I enjoy reflecting on educational theory and practice and I particularly enjoy the writing of the assignments. She is probably in a minority in respect of the assignments they can be the point at which participants withdraw from the courses due to pressure of work and other commitments. However, assignments clearly provide a focus for reflecting on impact in a focused way: Probably the content of this unit (and the assignment)has had the most impact on my teaching. Participants are also looking for a certain amount of personal and professional reward: I would also like this course to help me to promote myself and move up the promotion ladder. This will make me proud of myself if I achieve it. I feel it will be challenging and will be a valuable use of CPD time particularly as teaching moves towards a Masters level profession. Word of mouth is, as so often, one of the most successful forms of marketing, and a participant said: I would recommend this course to any teacher in the belief that they would not only enjoy it but would strengthen and improve their teaching as a result of taking the course. The External Examiner of the first PPD course at the University of Bristol which has its first Masters students completing this year summarised his feedback saying, I have no doubt it is a very strong course.  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 PPD participants are required to complete unit evaluation forms (at the end of every 20 credits) that ask specifically about impact alongside their assignments, as well as an overall impact evaluation at the end of the academic year (normally a 60 credit stage). The relationship between theory and practice is reinforced throughout all of the course programmes, although some Masters pathways are more successful in achieving this than others: The link between practice and theory could be built up. Through this unit and research for the assignment, I realised how difficult to make the policy fit into practice. During the lectures I have learnt a different approach. This unit wasn't only about studying, but experiencing about what we have learnt. It wasn't only a set of theories, which are far away from people, but learning and practicing these theories. The assignments, and especially the final dissertations, many of which are based on action research, show evidence of very direct impact reported on pupils and schools. The external examiners for some of the Masters pathways were asked to comment on evidence of impact. The MSc Science & Education examiner said: Most of the work produced, especially the action research is an issue in the school they are addressing. Dissertation topics are real, and it is helping them in their professional thinking. Sometimes they have reached a solution, otherwise they are way down the road. This course integrates practical work of being a classroom teacher with academic research and reflection very successfully. Other professionals who engage with the teachers (from the school, the Local Authorities and subject associations) as well as the course tutors also contribute to the evidence of impact, albeit in a less structured way.  PART THREE: Implications for your provision Q3a: How have you already responded to your evaluation of impact in the current academic year (2008/09)? Impact evaluation is, in this year, the norm alongside assignment submissions for each and every Masters unit. Participants are now asked to comment on: How did the content of the unit contribute to your professional development? What will be the impact on your pupils and your school? There is also a process to identify areas of potential impact from the outset of the programme participants complete an impact statement as part of their application process and some also do an initial needs analysis, which they revisit through an impact evaluation on completing a 60-credit stage of study. A new initiative in 2008/09 was to break down Masters programmes in to bite sized chunks including a new 20 credit module for NQTs to act as a transition between a PGCE and a full Masters. This was highly successful in opening up the programme to a new cohort of over 40 participants. Participants are encouraged to try things out in their own classroom contexts and to share their findings with each other as well as within their school. Examples of participants experiences have been added to the promotion materials for the PPD programmes. New leaflets and publicity have more quotes from teachers giving examples of impact: Useful and involves real school issues. 'Very interesting nice to link practice to current research and thinking. 'I have thought about ideas that otherwise in my day to day practice I just wouldn't have come across.' 'Definitely highlighted useful things in my own teaching.' 'Really good blend of theory and practical ideas.' The web site also has more examples of case studies.  Q3b: What are the implications of your evaluation of impact on your provision in the longer term? As the PPD programmes are more established (and the first cohort has now completed a 3 year part time Masters) it would be useful to look at collecting more quantitative data such as SATs/GCSE results for subject areas in the secondary schools taking part in the programmes. However, as it is normally individual teachers who take part in the programmes, not whole departments, it still may not be possible to measure any significant difference in pupil achievement outcomes. A new initiative is being developed to move from individual participation to groups of schools participating in clusters. In the next academic year a pilot, with Bristol Local Authority, is engaging a number of teachers working on MFL in both primary and secondary schools to research issues to do with transition in cluster groups. It is hoped that this partnership way of working with increase in line with Local Authority priorities in the future. The biggest potential threat to the PPD programmes remains the introduction of MTL, and the uncertainties still associated with its roll out longer term. The ways in which PPD and MTL can complement each other remain to be worked through.  SECTION B: COLLABORATIVE FUNDING Q4a: Please provide a breakdown of how the collaborative funding for 08/09 was used. Collaborative funding enabled: Appointment of a part time Partnership Manager Promotion of, and recruitment to, the programme Maintaining and developing partnerships Addressing quality and evaluating and analysing impact Contributing to the TDA external QA through Curee Fulfilling administrative requirements and reporting An open evening was held to promote the PPD programmes in the course of the year (with associated hospitality). New leaflets were also produced and distributed. The total costs incurred in 2008/09 were: Part-time partnership manager 9000 Hospitality 210.76 Printing 744.26 Postage 44.98 Total 10,000.00  Q4b: How did the collaborative funding benefit your provision in 08/09? The funding was essential for the role of the part-time Partnership Manager. She was responsible for: Promotion and recruitment to the PPD programmes Advising and approving applications for bursary funding Raising awareness of PPD in schools and local LAs Obtaining feedback from teachers as to how the course can run to best meet their needs Working with personnel in surrounding LAs to strengthen the partnership and pilot new initiatives Developing and promoting the new NQT programme Promoting the PPD through existing networks/organisations and events such as the SLC and LA and representing the University on Bristol LAs CPD / Professional Development Forum Developing relationships with other HEI PPD providers in the region Reporting data and impact returns to the TDA The part-time Partnership Manager worked in an outward facing role, addressing capacity issues at the Graduate School of Education (especially among academic staff). The Partnership Manager was an essential link between PPD participants and the University. The role helps overcome some of the barriers to participation, which were often highly individual and not easily dealt with through publicity materials and website links. The Partnership Manager often followed up enquiries out of school hours and attended evening and weekend events.  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