ࡱ>  @ ^bjbjʚʚ .U+dddddddx / / /8X/4/xD0:~0~0~0~0~0>00 0222222$[R`Vd25~0~02525Vdd~0~0k77725vd~0d~00725077H dd~080 pkE /5:h<0 5x xxxdddd d 0:2723000VVxx!*Z7Xxx*PPD Impact evaluation  INCLUDEPICTURE "cid:image001.gif@01C679BB.EFFA4780" \* MERGEFORMATINET summary report 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 Friday 31 October 2008. 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?Participants continuing on to their second year of MSc SURE (Science Understanding, Research and Education) as well as new entrants in 07/08 have reported that during the past year the PPD programme has impacted significantly on them personally. Greater personal awareness and understanding of issues in science education has led to changes in personal practice. I am certainly more critical of my methods and assessment. There has been greater evaluation of classes. I also have more confidence with my peers. I learned about data collection techniques that I had not previously considered. Personally helped me to identify skills of my own which require improving. Personal impact is not always about increasing security, but also introducing new challenges. I have been encouraged to take risks as I have tried things out. The opportunity and time for reflection was important in influencing pedagogical practice. It has helped me to think more about the pedagogical framework of what I do and put it in context. Opportunity to carry out research which enabled me to reflect on my practice. The MSc SURE has over the last two years provided an outlet through which to reflect on my professional practice. It has given me the confidence to engage with academic sources and motivated me to try more imaginative and innovative practices. I will pursue the use of student observation, which was most revealing, as a tool for reflection. The engagement with research and academic sources has a direct impact on practice. The time spent studying for MSc SURE is an outlet that enables busy professionals to reflect with a higher level of academic engagement. Improved engagement with academic sources informs practical decision and practice. As well as having impact on personal confidence and practice, for some, M level study has increased their professional standing within their organisation and added new motivation to their development as a teacher. My increased confidence and improved skills base means I am more competent with a greater amount of knowledge to help the others in my department and students. Improved motivation to progress with my career.  Q1b: What kinds of impact has the provision had on pupils?Working at M level has clearly had direct impact on pupils. It has definitely changed the way I teach. Resources that I have developed have been used in lessons. Specific information shared with A level classes. My assessment within my department has altered so the pupils sometimes assess themselves. Greater knowledge of current science research has fed directly back into lessons. Formative assessment has also been increased in all science teaching. The increased knowledge and aspirations of the participants translates to higher expectations of pupils. For those I teach it has given me a higher level of theoretical understanding and increased the level at which I expect students to engage meta-cognitively with their own learning. Students are now able to draw on the skills and knowledge I acquired during the science practical assignment. Participating in M level programmes, especially updates in science, has enabled the teachers taking part to extend the range of experiences they offer their pupils. Without the time to reflect and then develop resources for my A-level Chemistry course, I would probably have continued to deliver the same lessons in the same way. I have just used the material I produced for the Science Update Unit to teach my sixth form particle physics, it was really handy. It's something they wouldn't have been taught otherwise. I actually felt confident enough to give the students the full range of options for the first time. My research project with my A level students has made me reconsider the way practical investigations are managed and I am trying out some new ideas. I am taking a step back and evaluating it more carefully.  Q1c: What kinds of impact has the provision had on the wider life of the school/other schools?Focusing on the bigger picture, the school community, gives a much more meaningful learning experience for the MSc participants. As one particularly successful participant (who was also promoted to Head of Department after just one year on the course and in only her fourth year of teaching) said: I worked far harder and got more out of it when it was for the school when there is an audience at the end of it. The immediate application of learning through the MSc to school situations was evident. Useful and involves real school issues. It gave me an opportunity to research in a topic that is relevant to my current position. This allowed me more insight into my department and school environment. There has been a considerable amount of dissemination of knowledge and resources participants acquired through the MSc. Have been able to share resources and information with colleagues (including in other subjects) to improve lessons. In some cases this sharing has been a requirement from the school, or a request from other interested colleagues. Research into mentoring with NQT, improved individual practice but also led to training sessions for 08-09 mentors. I engaged other staff and the leadership team in reflection on teaching and learning encouraging a "bigger picture" view in the school. People have asked me to provide / share information on current issues/topics in science. Another participant reported how the school had suggested the focus for her M level research. I have responsibility for Gifted and Talented in my school and have been encouraged to research this area more thoroughly and apply the outcomes to school situations. Some of the learning has been very specific, for example, the participant who researched Key Stage 2 to Key Stage 3 transition as part of a Research Methods unit brought about changes to the Year 7 induction programme and introduced a more structured tutor support system to improve transition. A much closer analysis has been done and applied to the new KS3 being taught to the new Year 7. In another example, a teachers assignment led to whole school curriculum change. The research undertaken highlighted student opinion on the important features of the A level chemistry specification. This information was fed back to the department and formed the basis for discussion to write our own criteria to choose the specification for implementation in 2008. Therefore the departments choice for future teaching of chemistry A level is hopefully more suitable for the needs of our students than it would otherwise be. Other effects of participation at M level and wider school benefits are more general but still valued. Have good ideas to share on different ways assessment can be used. I am included more in consultation over schemes of learning within the science faculty. This has allowed me to relay information that my team and myself were not always privy to. The science department now has better communication allowing for more contented staff.  Q1d: (optional) Has your provision had other forms of impact not covered by the questions above?It should be noted that again, that the importance of an MSc (rather than an MEd) for science teachers was raised. The MSc is more relevant to my job than a standard MEd. This underlines the importance of offering specialist M level routes (often with lower overall uptake than more generic MEds), in order to maximise professional impact. The strong and unique relationship between the Graduate School of Education and the University science departments was noted by the External Examiner. The development of strong links with science departments will be to the benefit of the University as well as the programme, and will support the University in contributing to the wider STEM agenda. This collaboration is only possible through the TDA funding that pays for additional teaching costs across departments (see Q4b). An unanticipated outcome but one that was repeated by several participants was that of being better organised as a result of engaging with M level study. I am better organised to get more done in the working day. The MSc has enabled me to find time to research all these things.  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 participants are required to complete unit evaluation forms that ask about impact, as well as an overall impact evaluation at the end of the academic year (normally a 60 credit stage). The fact that the relationship between theory and practice is reinforced throughout all of the course programmes is evident in participants feedback. I have carried out the reflective practice assignments within the classroom. I aim to develop some areas of practice further following the portfolio. Increased awareness of the theory underpinning curriculum changes of how science works resulted in the formal identification of opportunities to explicitly teach these skills. As a department this approach will be implemented in the summer term during preparation for new A level specification in September 2008. The assignments themselves, many of which include portfolios or diaries, show evidence of very direct impact reported on pupils and schools. In addition, in some units the assignments require a presentation of research relating to participants practice, increasing the amount of knowledge and information exchange between schools. The self-reported impact identified by the participants is confirmed by the experiences of the course tutors assessing assignments, as well as LA Science Advisors who have access to the participants schools. The importance of the interaction between the course tutors and the participants in bringing about effective impact was also noted by the External Examiner. This course offers an excellent avenue for linking staff research expertise with high-level teaching. This is already happening, and as the course develops there is potential for this to occur even more. The External Examiner went on to identify evidence of impact in his report. One strength of some of the assignments was the clear link between academic study, and reflection and action within a professional context, suggesting that learning was being applied and closely linked to practice.  PART THREE: Implications for your provision Q3a: How have you already responded to your evaluation of impact in the current academic year (2007/08)?Many of the issues raised through the evaluation process relate to practical details and have been amended accordingly evening sessions now finish earlier and there are more sessions run on Saturdays and in the school holidays. Impact evaluation is now the norm from the outset of the programme participants complete an initial needs analysis, which they revisit through an impact evaluation on completing a 60-credit stage of study. The ability for participants to try things out in their own classroom contexts is embedded across all course units and participants are encouraged to share their findings with each other as well as within their school. The research conducted will be shared with all staff at school and hopefully it will help everyone who teaches post 16 to reflect on the feedback that they give to students. Research has direct relevance to teaching and learning findings will be disseminated and hopefully contribute to intervention materials. Some units, such as science update where participants create new curriculum resources clearly have the potential for the greatest immediate impact. I have researched nanotechnology and produced a scheme of work that I can use in GCSE Chemistry. The range of available options for science updates has been increased and a more co-ordinated approach used to ensure that all participants are placed with an appropriate mentor earlier on in the course module. Retention on the MSc SURE programme is high, and this is felt to be in part because of the close relationship between academic study and classroom practice. However, recruitment experience suggests that many peoples initial perceptions (or misconceptions) are that M level is theoretical and divorced from practice. In order to make this link between theory and practice more widely known, a number of strategies will be used in the future. Already, examples of participants experiences are being used in prompting the programme. Advertising and publicity materials will contain more examples of case studies in the future. Some of the participants work and resources they have developed have been posted on the University website to increase dissemination. One future improvement could be to gather resources into a collective set to share among course participants across different years, and the partner schools and LAs.  Q3b: What are the implications of your evaluation of impact on your provision in the longer term?The impact reported by participants could be better corroborated by engaging with the schools in which they work in particular pupils that they teach as well as their line managers. This, however, needs to be handled separately from the assessment of participants performance at Masters level and done in a way that is not seen as intrusive. It also raises issues of staff capacity. Although some participants report their pupils experience, more effort could be invested in obtaining a wider range of examples relating to the pupil voice, and to provide more explicit examples of the nature and extent of this impact. Greater use of student voice and involving students more in evaluation of my teaching and their learning. It has allowed me to focus on specific aspects, seeking student opinion and ensuring they feel empowered by the results. Almost exclusively, the impact reported is qualitative not quantitative. With MSc SURE participants now entering their third and final year, greater emphasis could be placed on obtaining quantitative data relating to impact on pupils and on school practice and performance through their dissertations. A better system for collecting, storing and sharing participants work needs to be developed. This could be in the form of an extended dedicated area of the website, an electronic publication or a conference or series of presentations open to colleagues from other schools. The notion that participants disseminate their work within their own setting is well established, but more encouragement could be offered to extend this across LAs working with the Science Advisers. This requires stronger partnership working between the University, schools and LAs. It is hoped that it will be easier to achieve when a much wider range of PPD subjects are offered in 2008-09, rather than just science as is the case at present.  SECTION B: COLLABORATIVE FUNDING Q4a: Please provide a breakdown of how the collaborative funding for 07/08 was used.Collaborative funding enabled: Appointment of a freelance part time Partnership Manager Promotion of and recruitment to the programme Administration and attendance at LA, university and TDA meetings (time not travel for the latter) Maintaining and developing partnerships Addressing quality and evaluating and analysing impact Fulfilling administrative requirements and reporting The roles and responsibilities of a part-time Partnership Manger role included: Recruiting participants to the MSc Raising awareness of the MSc SURE 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 Liasing with the Science Learning Centre South West and accessing database of CPD participants Promoting the MSc through existing networks/organisations and events such as the ASE and SLC Developing relationships with other HEI PPD providers in the region Developing best practice in PPD to feed in to future funding bids 9,000 was spent on fees for the part-time Partnership Manager 3,000 was spent on buying teaching time from the science departments, especially Chemistry, who teach two modules and co-ordinate mentors for science updates across all sciences 8,000 was used towards administration in the Graduate School of Education The direct costs of advertising (ie training on Quark Express and production of trifold leaflets) and postage was covered by the Graduate School of Education) Total spend 20,000.  Q4b: How did the collaborative funding benefit your provision in 07/08?The funding was essential for promotion and recruitment to the MSc SURE PPD programme. The profile of MSc SURE was certainly raised by the amount of publicity sent into schools, particularly through mailings and e-alerts in collaboration with the Science Learning Centre South West. The appointment of a part-time Partnership Manager was critical to be able to work in an outward facing role, and address capacity issues at the Graduate School of Education (especially among academic staff). The Partnership Manager was an essential link between PPD participants, the University and partner schools, LAs and the Science Learning South West. The role provided a personalised approach to dealing with potential participants queries and to help 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. The Partnership Manager was also a key link between the University and the TDA, attending meetings and reporting back to the Department on trends and developments (especially the next triennial bid and the announcement of MTL). The funding enabled additional teaching to be paid for within the science departments of the university. The model of allocating MSc SURE participants a mentor who is also a practising research scientist has been extremely valuable, but only made possible through the additional TDA collaborative funding. The funding also provided dedicated administrative support associated with the programme within the Graduate School of Education in the areas of programme and student management and finance.  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