ࡱ> ')$%&k bjbjVV 4<<&j j 8lem:3"UUU|p-p-p-UU4*555p-&UU5p-55fFpRUKr/Dܒ1<mX5L2R5RRF5D"5K&7)95Lmp-p-p-p-5j s: PPD Impact evaluation  INCLUDEPICTURE "cid:image001.gif@01C679BB.EFFA4780" \* MERGEFORMATINET summary report Introduction PPD criterion 7 states that providers should: Provide specified management information and include an evaluation of the programmes impact on practice in schools. Gather operational data, and monitor and evaluate the programmes impact on practice in schools. This information is required by TDA by the end of November 2006. 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 signal areas which would benefit from further research and consideration To inform the future development of the PPD programme We are interested in how you have evaluated impact, what conclusions it has led to and how it will inform your future provision. Please note that these summaries will be made available for the external quality assurance of PPD that we are commissioning. However, we will not use this information to make judgements which affect existing funding arrangements. Guidance All references to objectives refer to the objectives identified in the orginal application. Please note that providers will not be penalised if certain objectives have not been met in full. The boxes will expand if additional space is needed. However, we would urge providers to be as concise as possible. We are interested, for the purposes of this summary report, in headline information rather than in the detail which lies behind the findings. Please note, however, that the external quality assurance of the programme may involve further discussion based around the evidence which supports providers evaluation of impact at some point in the next two years. Provider name: University of the West of England, Bristol  Q1: How well are you achieving the objectives as identified in your application? Prompts Have you addressed pupil learning experiences? What evidence do you have to support this judgement? How did you collect and analyse the evidence? Whom did you consult?As identified in our PPD bid the Education Faculty at UWE has committed itself to the professional development of teachers who can both articulate clearly the pedagogic basis of their professional practice and demonstrate competence in the execution of that practice for the benefits of their pupils. We are committed to providing learning opportunities for teachers that are both intellectually demanding and linked to the enhancement of professional competence with a view to enhancing pupil performance. Within each of the modules the key focus is that of supporting teachers in the task of evaluating pupils learning experience and refining practice to enhance teachers knowledge, understanding and practice in relation to: subject knowledge and subject pedagogy e.g. Promoting Playful Learning in the Early Years, Developing the Role of ICT in the Classroom; Special Educational Needs e.g. Special Educational Needs in the Ordinary School; Teaching the Dyslexic Individual; supporting the learning and development of other teachers and teaching assistants e.g. Coaching for Professional Development, Coaching for Impact in the Broader Context; other recognised national priorities e.g. Managing Behaviour, School Improvement through School Evaluation; designed to meet local priorities e.g. Engagement and Inclusion, Making the Difference through Learning and Teaching both modules validated as part of the partnership MAs with Local Authorities, responding to concerns related to pupil achievement; specifically commissioned and designed modules e.g. Professional Development through ITT/CPD Interface for the Weston Federation of secondary schools following a needs analysis drawing on school development plans. In addition we have continued to support students to use Independent Studies that are designed to enhance practice to improve pupils learning experience as well as practitioner research through the School Improvement through Action Enquiry modules. The Dissertation is also used extensively to support teachers or groups of teachers to locate their work within the context of their specific pupils, schools and professional priorities. All modules require teachers to identify relevant priorities for their learning related to their own performance management target and school development plans. As an integral element of our validation process, great care is taken to ensure that every module within this programme includes learning outcomes that require students to address pertinent issues regarding raising pupil achievement or the development of professional competence which will impact positively on pupil achievements. All validated modules have been scrutinised by a series of committees comprising of education professional and care is taken to ensure that learning outcomes and content address the TDA National Standards where appropriate. External Examiners have been asked to comment particularly on how the work they moderate addressed the extent to which it examines and helps enhance pupil performance: I have been impressed with the way in which these courses maintain high academic standards and link in directly with professional practice. This is educational research as it should be. On completion of a module, students are required to provide evidence of the extent to which attendance on the programme has helped enhance their ability to enrich pupil experiences. Questionnaires have been sent to students and headteachers in the region to secure evidence of the continued impact of attendance on this programme on enhancing pupils learning experience and performance. The outcome of this review is to form an important part of the annual monitoring and evaluation process. Needs Analysis Bristol teachers undertaking MA Education (Raising Achievement in City Schools) Programme and teachers in South Gloucestershire engaged in Making a Difference through Learning and Teaching are required to identify relevant priorities for their learning and study related to their own performance management target and school/LA development plans as well as any specific shortcomings identified by recent Ofsted inspections of individual schools by submitting a statement of intent. All students on taught modules complete a needs analysis form or suitable alternative (see Appendix 1) in the first session. The modular nature of the programme structure permits flexibility and change to content where necessary. It is common practice for module leaders to enter into an informal contract with participants at the outset in order to validate the match between module content and student needs. A needs analysis research exercise was conducted in primary schools by on behalf of Bristol LA. Evidence of Impact Source Impact Evidence Research data A research project evaluated the impact of the MA Education (Raising Achievement In City Schools) Programme. Data was collected from current and past students, Headteachers and LA advisers. 94% thought the MA was good value for money. 74% valued having extended, sustained award-bearing CPD for staff. For 54%, this was an integral part of performance management and target setting for individual staff. Assignments Modules are designed such that students are normally required to critically reflect on the taught content and subsequently undertake an educational enquiry, under supervision, related to her/his own workplace. The assignments I have undertaking have been relevant to my work and PPD has given me a much deeper understanding of theory behind teaching and had a great impact in terms of changing the way I teach and my professional values. LA targets and School Improvement Plans MA Education (RAICS) students assignments relate to LA priority targets and assignments to school improvement plans. Fantastic way of marrying MA and work priorities by linking them through school improvement plans and performance management. Makes extra load manageable and more mentally and emotionally relevant. Impact statements Appendix 2 As part of the assessed outcome students are required to write an impact statement of 500-1000 words. The focus of my assignment was on developing higher order thinking skills and was used to develop my classroom practice. As such it impacted on lesson delivery, teaching and learning. Oral presentations All taught modules include an oral presentation using PowerPoint in which students are required to provide evidence of impact on professional practice. New knowledge and understanding has been disseminated to all staff via presentation and bulletins and to all parents via 3 newsletters. Directed tasks Students are set directed tasks in between taught sessions. They report back the following week on impact of suggested interventions or strategies on pupil learning experiences. Impact is noted in student journal entries. We discussed the learning environment and the changes in classroom layout have proved beneficial. Module evaluations Evaluation form Appendix 3 Every module is evaluated by students. Quantative and qualitative data produced. I have really benefited from participating in this module. It has allowed me to think at a much deeper and also academic level about what I do within the school. The theory and research through reading allows you to base your thinking on a firm foundation but also to encourage you to question. Module evaluations Evaluation form Appendix 4 Every module is evaluated by tutors. The curriculum is designed to reflect students own interests and priorities as they execute their own action enquiries. This is complemented by input on research methods. Impact feedback Impact form Appendix 5 Students complete impact evidence form at the end of each module. Quantative and qualitative data produced. The background reading was interesting and it has impacted on my practice. I believe my experience led to a better experience for the trainee teachers I was mentoring. Dissertation titles MA dissertations (30 students completed 2005-06) reporting on research to improve practice. The dissertation impacted on my role as a Headteacher. Personally I feel I have a deeper and more up-to-date knowledge of the issue around school leadership now. Celebration events Annual celebration evening for MA completers presenting to current students, LA officers and HEI tutors provides a further opportunity to disseminate good practice. Dissertation abstracts posted on a Local Authority web-sites. Local Authority feedback Questionnaire Appendix 6 LA representatives asked for feedback. The MA definitely encourages participants to become more reflective and aware practitioners, with improved subject knowledge as well as developing the skills and confidence to bring in new ideas and approaches, and to share them with the wider school community. Some specific examples of impact include changes in classroom/school practice, improved levels of numeracy, pupils becoming more aware of their learning, and changes in learning and teaching styles. Local Authority meetings Minutes of termly meetings with LA representatives report on discussions regarding progress of students and impact on pupils learning in schools. School Improvement through Action Enquiry being promoted to support staff in learning sets in their own school to develop professional practice. New advice and guidance now developed. Performance management Teachers performance management evidence. My dissertation research is linked to one of my performance management targets. Head teachers feedback Questionnaire Appendix 7 Headteachers of students currently engaged on programmes asked for impact evidence. It clearly develops the individual in terms of understanding and hence improved practice. It benefits the school through motivation, enthusiasm and urge to share ideas and a desire to continue to learn. Partnership schools Key teachers in partnership schools asked for impact evidence. Link tutors discuss CPD needs with staff on school visits where appropriate and support individuals through learning conversations. Raises professional self-esteem and contributes to school improvement. Bristol seminar series Reports from students on research in schools and impact on pupil learning. This includes pupil voice. Report from 2 UWE tutors on research conducted together with pupils in a secondary school. Published papers Impact on practice in published papers following completion of MA. Following my dissertation I have felt confident to write an article Statistics Evidence of completion and progression rates. External examiners report Comments from the External Examiner. The courses I have been examining are excellent. I have become an enthusiastic ambassador for UWEs Education PPD programme. The data collected from all the above sources is carefully analysed, reported to and discussed by the PPD and MA Programmes Advisory Committee and by the Learning and Teaching Advisory Committee and used to both evaluate the impact of the provision, and inform further development and improvement. Local Authority stakeholders, partnership schools, external examiners, participants and PPD tutors were consulted by the MA Programme Team about the methods for collecting and analysing the monitoring and evaluation of data used to compile this PPD Impact Evaluation Summary Report. Q2: How far were your original objectives realistic? Prompts What evidence do you have to support this judgement? How was this evidence collected and analysed?Modules remain up-to-date by discussion at Team or LA level followed by revisions being discussed at Programme Advisory Committee and Learning and Teaching Advisory Committee. The module contents reflect changing legislation, new research evidence and current initiatives in schools. New modules are created following demand from stakeholders such as LA or schools e.g. Professional Development through ITT/CPD Interface for Weston Federation of Schools. The Faculty of Education has established partnerships with more than 300 schools and has actively pursued strategies to strengthen and expand the concept of partnership between itself and its partner schools, EAZs and LAs. These partnerships are sustained and developed in the context of national strategic and policy initiatives. Commitment to effective partnerships is evidenced in a number of ways: needs analysis exercises involving currently registered teachers and partnership schools. These exercises involve individual teachers and schools, common interest groups of teachers (e.g. early years practitioners) and school clusters (e.g. Success @ EAZ and Weston Federation of schools) The outcomes of the exercise are influential in shaping our module offering and delivery for the following academic year; regular meetings with representatives of LA departments, with whom we are currently in partnership to plan our provision (particularly Bristol and South Gloucestershire LAs); long term experience of working with schools in the context of PPD e.g. Patchway High School, The City Academy, Bradley Stoke Community School and Stoke Lodge Primary School are specific current examples of partnership with secondary schools; teachers are represented on the PPD Programme Advisory Committee; local senior management and teachers contribute to the planning of provision tailored to meet specific needs in their own schools and clusters; active engagement of university tutors in local, regional and national groups (e.g. LA strategy groups, headteacher groups, subject associations, CASE activities TDA regional groups, UCET, TLA). the university accredits courses run in collaboration with partnership LAs e.g. a suite of EBD modules run by Bristol LA and The Role of the Special Needs Co-ordinator in Mainstream Schools run by South Glos. LA. Evaluation of the MA Education (Raising Achievement in city Schools) programme revealed a range of reasons for embarking on PPD. All the respondents listed: To inform me of relevant educational initiatives and research evidence. 93% included to improve my effectiveness at raising achievement in Bristol 86% cited to enhance my career development. A majority of the respondents (71%) have been promoted since embarking on/finishing the MA programme. 2 teachers were subsequently were appointed as ASTs. All thought the MA had assisted their promotion. The interventions and changes to practice made by the respondents covered a wide range of educational ideas/issues. Most were related to meeting pupils needs. Evidence to support the success of interventions included improved test results for pupils, changed curricula, raising expectations both of pupils and of staff as well as changes in practice. 64% said the impact of the MA programme had been sustained over time. Support and interest from colleagues/peers (93%), working in a school where the culture/ethos focuses in improving learning (86%) and support from UWE staff (71%) were seen as the most important factors that assisted students in gaining maximum benefit from the programme and improving ability to make an effective contribution to raising achievement and school improvement. 93% would recommend joining the programme to their colleagues. 55% have gone on to further study with 2 progressing to the Educational Doctorate (EdD.). The most common outcome was informed me of relevant educational initiatives and research evidence. The programme had also improved my morale and re-invigorated me professionally.Q3: Has your evaluation led to any reprioritisation of your objectives? Prompts Are all your objectives ongoing? Have certain objectives become more significant and others less so? How and on what basis have these decisions been reached? Objectives from original PPD bid: Modules are designed such that students are required to reflect on the taught content and subsequently undertake an educational enquiry, under supervision, related to her/his own workplace. All validated modules have been scrutinised and their learning outcomes and content address the TTA National Standards where appropriate. The key objectives in terms of the overall aims of PPD provision at UWE remain relevant to all MA programmes offered in partnership with Local Authorities, schools and colleges. The provision offered through the partnership is subject to a constant process of monitoring, review and forward planning, ensuring that any emerging needs are identified and, where appropriate, plans are made to address them. For example an identified area of Subject Leadership has resulted in the development of a portfolio approach to accreditation to supplement existing taught modules on this topic. Comments from the external examiner would support the existing high standards: Students' professional and subject specific knowledge and skills has been enhanced and this is reflected through their assignments. Delivery arrangements for each programme/module (e.g. venue, delivery pattern, timings etc) are negotiated with individual partners to ensure that they meet the specific needs of each group recruited. Decisions about what to offer in each academic year are planned in the winter term with LA and school partners ready to be included in advertising material that goes into school around Easter time to enable schools and individual teachers to plan for their professional development in the forthcoming academic year. However we are also able to respond quickly to emerging needs through tailored taught sessions following negotiations with schools or clusters. Teachers are then able to accredit their work through School Improvement through Action Enquiry (30 or 60 M Level credits) or through Independent Study (10, 20, 30, 40 or 60 M Level credits). The inclusion of NQTs in the TDA PPD funding has been welcomed with guidance being developed to enable them to accredit their induction year. Next year guidance will be extended to accommodate PGCE students who will have M Level credits from their teacher training programme. Q4: Are there areas of impact that you did not originally anticipate? Prompts What evidence do you have to support this judgement? How did you collect and analyse this evidence?  Evidence was collected from MA Education (RAICS) research data, assignments, LA targets, impact statements, module evaluations, impact feedback from Local Authority, feedback from students and Head teachers and external examiners reports. Evaluative research data has been analysed with qualitative data being coded and thematised and quantitative data being analysed utilising programmes such as SPSS. The Education Faculty has responded to new initiatives from other sources such as GTC Teaching and Learning Academy The 2 mentoring modules have been revised to accommodate students wishing to double-badge and get credits towards a PGCert or higher award as well as certification against level 3 in the GTC Teaching and Learning Academy. Student responses from impact evaluation has revealed that there are many indirect benefits that do not relate directly to learning outcomes e.g. Discussion with other professionals was extremely useful. Consideration of theoretical approaches and how they impact on practice. I am now able to justify my views more clearly and influence policy within my school. Im lucky to have colleagues who were also doing the module so it has created a collectively reflective atmosphere. Impact on professional life has increased due to more networking between professionals as we have experienced on this course. Our school management team has now given more time and value to this MA. Outcomes of the MA Education (RAICS) listed as being achieved to a great extent were: increased confidence; better understanding of subject area and related skills; more reflective practice; benefiting from a network of like minded people; strengthening the connection between professional values and actions; career enhancement. Analysis of data collected from Headteachers revealed: The majority of Head Teachers reported that the MA had made a considerable impact, not only on the professional practice of the teachers themselves, but has also impacted greatly on the institutions/services involved. 66 % reported an impact on practice citing evidence such as an improvement in practice (39%), deeper subject knowledge and more discussion with colleagues (30% each). 37% thought involvement of teachers in the MA had contributed to the achievement of the school/service development plan, priorities, school improvement and raising achievement. Evidence for this was gleaned mainly from dissemination to colleagues (mentioned by 38%). 94% thought the MA was good value for money. 74% valued having extended, sustained award-bearing CPD for staff. For 54%, this was an integral part of performance management and target setting for individual staff. Q5: What is changing about your provision as a result of your evaluation? What evidence do you have to support this judgement? How did you collect and analyse the evidence? What changes have you made/are you making to the way your consortium functions? Note that you may wish to attach an action plan as part of your answer to this question.  Evaluation of student requirements through post module questionnaires has revealed a need to strengthen opportunities for teachers to accredit work they are engaged in whilst undertaking their responsibilities as practitioners. This has led to the development of accreditation of previous training/professional practice through the Portfolio route: 1. Postgraduate portfolio for Newly Qualified Teachers (NQT) 2. Postgraduate portfolio for specialist leaders of behaviour and attendance 3. Postgraduate mentoring portfolio 3 modules: mentoring for initial teacher training: developing teaching and learning; mentoring for professional development; mentoring for ITT: developing reflective practice 4. Developing leadership accrediting NPQH 5. Postgraduate portfolio for leaders of PSHE 6. Postgraduate portfolio for Special Educational Needs Co-ordinators (SENCO) 7. Postgraduate portfolio for CPD leaders 8. Postgraduate portfolio for subject leaders 9. Postgraduate portfolio for Advanced Skills Teachers (AST) and Excellent Teachers (ET) 10. Postgraduate portfolio for professional development in cognitive acceleration (CASE) 11. Postgraduate portfolio School Improvement through Action Enquiry . There are a number of different assessment strategies used in modules throughout the Programmes. They include: tutor assessed individual written work this can take the form of reports, research projects, essays, evaluations etc.; assessed group discussions; poster presentations; portfolio of directed tasks; portfolio of work plus written commentary; oral presentations. Recently we have also begun to look more closely at breaking assessment down into smaller word-limited directed tasks (500-1000 words) focussing on pupil learning experiences. Many of these strategies are an attempt to make the assessment process more manageable and motivating for students and to therefore improve the completion rates for modules. They also reflect an attempt to integrate forms of assessment under controlled conditions that are more meaningful and motivating than the traditional concept of an examination. Comment from the External Examiner: As well as traditional written essay type assignments, students also complete poster displays and engage in action research. These forms of assessment are extremely relevant and have considerable value in encouraging the development and improvement of students professional practice.  Q6: Please provide a summary of the activities that collaborative funding has supported. How effective do you feel these activities have been in promoting partnership and collaboration?  Programme aims make collaboration and the sharing of practice explicit. Participants are encouraged and supported in collaboration with other professionals within and beyond their schools. Some modules (for example, school-based action enquiry) are designed to facilitate professional development for groups of teachers, sometimes alongside other support staff, within particular schools or clusters of schools. Other modules (for example, the suite of coaching modules) involve collaboration as a requirement of the assessment. Participants are supported in understanding, critically evaluating and using a range of tools for measuring and evaluating the effectiveness of changes they make to their practice. Throughout their time on the programmes, participants are encouraged to collaborate with others on the modules and students have commented that they value the opportunity to share with colleagues in different professions and colleagues in different age phases. The explicit use of learning sets in some modules has further facilitated this process. Stakeholder interests and partnership priorities are at the heart of Postgraduate Professional Development (PPD) curriculum design. Some taught modules are designed in direct partnership with Local Authorities: Bristol: Teaching for Learning, Counselling and Related Skills for Overcoming Barriers to Learning, Helping Children Manage Themselves Socially and Emotionally, The Role of the SENCO in Mainstream School. These modules are designed and planned collaboratively with LA officers and are jointly taught. BRILL: A group of heads and deputy heads from Bristol primary schools have been taking part in the Bristol Leaders of Learning (BriLL) initiative and working in learning sets as a support for school-based enquiries aimed at increasing leadership capacity in schools. The outcomes of the imitative will be disseminated to other local schools in the Spring. South Glos.: Making the Difference through Learning and Teaching Part 1 & 2. These modules are designed and planned collaboratively with LA officers and are jointly taught. Other PPD initiatives are tailor-made for individual schools or clusters. Learning takes place on the school site with opportunities for participants to make presentations of their work to other colleagues: Bradley Stoke Community School and Stoke Lodge Primary: This is a collaborative project between a secondary school and one of its feeder primary schools. Teachers and other staff engaged in taught sessions on a number of prioritised areas leading to cross-phase action research projects on subjects such as student voice, distributed leadership, coaching, and emotional literacy supported by university staff. Patchway Community School: This is an example of a school in which there is a UWE associate tutor supporting colleagues in a variety of PPD activities ranging from teachers attending taught modules, to NQTs completing induction portfolios, school-based action research, mentoring portfolios and those completing dissertations (Appendix 8). There are currently 43 teachers from this school enrolled on the MA Programme. The City Academy: The Vice-Principal (Professional Development) negotiates a range of options to enable staff to gain accreditation. There has been an action enquiry group running in the Academy for the past 3 years and a number of teachers have completed a Masters degree. Accreditation for participants completing the National Programme for Specialist Leaders in Behaviour and Attendance (NP-SLBA) has also been developed in partnership with regional co-ordinators and project management. UWE has been appointed by DfES as the national provider of accreditation for this programme. MA Education (Raising Achievement In City Schools) This programme has been designed as result of responsiveness to locally defined needs and provides a collaborative approach to professional development for teachers and educators in the City of Bristol. The establishment of a specific Masters degree in Education (Raising Achievement in City Schools) relates closely to the teaching and learning experience in the City. Through participation in this Programme, which includes small-scale research projects, Bristol teachers and other educators actively contribute to the research base from which further actions and policies for the City can emanate. Participation in the Programme brings teachers into direct contact with officers and policy makers and with academic research. The partnership between the Local Authority and the Faculty of Education at UWE and practitioners in schools provides a rigorous base for a networked learning community. The programme has clear aims and objectives: to support and motivate Bristol educators in raising attainment in schools and make an impact upon the work of professionals in the workplace; to make a focussed contribution to achieving the priorities of Bristols Education Development Plan; to develop understanding of current thinking on best practice in education, and to encourage the application and development of best practice for the benefit of Bristol children and young people; to support research into aspects of education in cities in order to improve practice and raise achievement.  Thank you for completing this evaluation form please return it electronically to:  HYPERLINK "mailto:ppd@tda.gov.uk" ppd@tda.gov.uk Or by post to: Angharad Jones PPD programme officer Training and Development Agency (TDA) for Schools 151 Buckingham Palace Road London SW1W 9SS APPENDIX 1: NEEDS ANALYSIS FORM EMBED Word.Picture.8Needs Analysis Form Module Code and Title: Name: School/Institution: Role: Length of teaching experience: What areas of professional need would you like to be addressed during the module? What areas of personal need would you like to be addressed during the module? How does this link with: your individual professional development plans? How does this link with: your school or faculty development plans?How does this link with: the LA Education Development Plan? What do you anticipate contributing to the course? APPENDIX 2: Example of impact statement following completion of assignment. School Improvement through Action Enquiry This year I have completed a School Improvement through Action Enquiry module with UWE. The focus of my action enquiry was classroom related and designed to address the question How can I improve my students use of higher order thinking skills? This was not merely a reflective process, but was a planned process of intervention that lead to improvement with the teaching and learning of a Year 7 class. The enquiry had many benefits both for the pupils in terms of raising achievement and for me on a personal level in developing my teaching and engaging with a challenging teaching group. It provided me with the opportunity to explore an issue that I felt was of particular relevance to my teaching and interested me. It enabled me to develop new practices through wider research and enquiry and I gained greater awareness of current initiatives and new research. I would recommend this as a unique professional development opportunity primarily because it is so firmly focused on classroom practice and is an integral part of teaching and learning. I felt the benefits not only with the specific class I was conducting the enquiry with, but also in wider terms with other teaching groups and with the History department as a whole. Susan Hallam APPENDIX 4: EXAMPLE OF TUTOR EVALUATION Module Report: 2005/2006 Award:  MA Education (RAICS) Module name: Teaching Behaviour for Learning Module Code:  UTCGCA-30-M Module Leader:  Carolyn Bromfield  Tutors involved: Carolyn Bromfield plus Bristol LA Visiting Lecturers Aspects and Sub Categories. Please comment on all aspects and those sub categories that are relevant to your moduleResponses by Module Leader Curriculum Design, Content and Organisation. Revisions / modifications, interface between teaching and research, relationship of outcomes to professional standards / practice, appropriateness of outcomes to module level.  This module is the first of a new suite of 3 behaviour modules arising from a review of the existing suite of 4. In light of consultation with LA representatives this new module was validated last year. This is the first time that UWE tutors have taken a lead role in the tutoring and this has been beneficial in producing a more cohesive module. The module leader took the first 4 sessions and was able to set the tone and discuss assessment requirements with the group. The module leader was also present with an LA representative at the final session to hear group presentations and organise the evaluations. Subsequent sessions were taken by advisory staff from Bristol LA who were able to contribute with their specific expertise e.g. VL who is the lead advisor for inclusive education issues able to give the Bristol perspective.  Teaching, Learning and Assessment. Quality of learning experiences, partnership with schools, LAs, EAZs, other Faculties, implementation of key skills, implementation of University-wide assessment policy, control conditions. Re-writing this module enabled us to consider new and innovative ways of meeting the assessment criteria. Previous EBD modules had a very poor submission rate and this year the new module leader was determined to encourage more students to submit. This would provide opportunities for participants to critically reflect on their practice and engage with literature and research in the area of behaviour. To this end it was decided to have 3 assessment points. Component A was a 5-minute presentation on an issue relating to professional practice. 10 students presented and all passed. Student comment was extremely favourable Excellent to have a range of experiences to hear about. Component B comprises of 2 elements element 1 is a portfolio of 6x500 word tasks agreed with the group and element 2 is a 1000 word overarching commentary on the impact of the module. Feedback received so far would indicate that most students would have preferred 3x1000 word tasks. Student Progression and Achievement. Use of feedback to raise standards of student achievement. Analysis of students' results in module, summary of targets for students in subsequent modules, equal opportunity issues. As stated above this module has already produced a much higher submission rate by changing the mode of assessment. Students were encouraged to complete a draft of the first directed task by the end of the second session. This was then read by the tutor who returned each script with comments to the students and gave individual feedback on how subsequent tasks could be improved. This gave the students confidence that they were writing at the right level and ensured they were engaging with the literature throughout the module rather than just at the end when they would have been if writing the traditional end-of-module assignment.  Student Support and Guidance. Development of study skills, use of ICT, range of academic support offered, tutorial support, equal opportunities. Students are offered support on ICT and using the library at the induction session. In reality few of these students availed themselves of this opportunity because they were recruited through the LA and did not attend this session. However another library session was offered in October. Workshops on the use of PowerPoint, literature searches and writing were also offered. Informal feedback from students was very positive.  Learning resources Staff workloads, management of module team, use of part-time and sessional visiting lecturers, role of technician / demonstrators, ICT provision and support, library provision and support, staff development issues, implications of relocation to new building. This module is staffed by one UWE tutor and visiting lecturers. This means that organisation of the module, preparation of module handbook etc. are all the responsibility of one person. Assessment of Component A the oral presentation - was marked by the tutor and an LA rep. which was beneficial for the students as they received 2 sets of feedback. Presentations took place in 3 hour session and tutors then spent 3 hours discussing the presentations and moderating the marks. This was very time-consuming as the LA rep. was new to the task and needed support. However this is viewed as a mentoring process that should benefit future assessments. Double-marking a percentage of the written assignments is problematic in that there are no allocated UWE tutors and VLs are not required to mark. Quality Management and Enhancement Quality and quantity of student evaluation of learning experience, responsiveness to other issues raised by students during the module, use of data from Field Board. The usual module evaluation form was given to all students on the last session. The module tutor also trialled an impact form to ascertain the impact on professional practice which is one of the criteria for TDA funded modules. This provided some useful data and will be amended to give to the next cohort of students.Additional Equal Opportunities issues Issues related to widening participation, accessibility of learning, inclusion, experience across the Module including Faculty-based and school-based (where appropriate) This module was open to teachers in a wide variety of settings and attracted teachers in mainstream primary and secondary schools as well as people who were in the hospital service, a psychiatric unit and home tuition. Module Action Plan Strengths of module to maintained / issues to be addressed Action to be taken By whom? When? Monitor-ed by? Done?  New assessments to be maintained but 6x 500 word tasks to be changed to 3x 1000 word tasks. Check session content with LA representatives to ensure this module keeps abreast of any new developments in the field of behaviour for learning. Change module handbook section on tasks. Continue with planning and review sessions with LA rep.  CB CB SJ Next module run Review meeting Planning meeting to be arranged prior to next module run.  JS JS  Yes Yes Signed: Carolyn Bromfield Date: 15.2.06 APPENDIX 5: IMPACT FORM  UTCGCA-30-M: Teaching Behaviour for Learning IMPACT QUESTIONNAIRE NAME: Phase of Education: Primary / Secondary / Special / other (please state) What is the nature of your work? What aspect of the module did you find the most useful in your professional practice? What do you do differently as a result of attending this module? a) directly with pupils? b) within your sphere of influence? Has the course influenced any change in your institution? a) in terms of whole school policy b) in terms of the practice in the school Has this module enabled you to improve pupils learning experiences? Did working on the assignments help you reflect on your practice? Were you able to discuss your new learning with colleagues at work? Any other comments on the impact of this module on your personal/professional life? Thank you for taking the time to complete this questionnaire. Carolyn Bromfield APPENDIX 6: LA IMPACT QUESTONNAIRE Postgraduate Professional Development (PPD)  University of the West of England, Bristol Faculty of Education QUESTIONNAIRE Representatives of Local Authority Partners NAME: ______________________________________ LOCAL AUTHORITY: __________________________ We would be most grateful if you would take the time to complete this questionnaire to help us fully evaluate our Postgraduate Professional Development Programme (PGCert, PGDip, MA Education). This is a TDA funding requirement. Questionnaire responses will be held in strictest confidence and anonymity assured in any reporting or publication from the information. Please return it in the envelope provided. EVALUATION OF THE IMPACT & VALUE OF THE MA PROGRAMME Staff from your Local Authority of have been /are currently involved as participants on the MA Education Programme. To what degree has their involvement in the MA had any noticeable impact on them and their practice? None ( Slightly ( A fair amount ( A considerable amount ( Any other comments: 2. To what degree is there evidence that their involvement in the MA has contributed to: a) the achievement of the LA/school/service development plan priorities: None ( Slightly ( A fair amount ( A considerable amount ( b) school improvement None ( Slightly ( A fair amount ( A considerable amount ( c) raising achievement None ( Slightly ( A fair amount ( A considerable amount ( Any other comments: 3. Have any of the participants shared what they have learnt from the MA: a) within the school/service yes/no/don't know b) via the intranet yes/no/don't know c) through external meetings yes/no/don't know Any other comments: 4. Has the LA/school/service provided any: a) financial support yes/no/don't know b) time support for the participant yes/no/don't know c) support from a critical friend/mentor yes/no/don't know Any other comments: 6. To what extent do you consider the MA to be good value for money, in view of the targets above: None ( Slightly ( A fair amount ( A considerable amount ( 7. What value do you see in having such extended, sustained award-bearing PPD for staff? 9. Do you feel the MA Education programme could be developed in any respect to more effectively support the achievement of the LA/school/service development plan priorities, school improvement and raising achievement? yes/no/don't know If YES, how? Is there a specific contribution you would want to make? Postgraduate Professional Development (PPD)  University of the West of England, Bristol Faculty of Education QUESTIONNAIRE Headteachers and Heads of Service NAME: ______________________________________ SCHOOL/SERVICE: __________________________ Name of Student: _____________________________ We would be most grateful if you would take the time to complete this questionnaire to help us fully evaluate our Postgraduate Professional Development Programme (PGCert, PGDip, MA Education). This is a TDA funding requirement. Questionnaire responses will be held in strictest confidence and anonymity assured in any reporting or publication from the information. Please return it in the envelope provided. EVALUATION OF THE IMPACT & VALUE OF THE MA PROGRAMME A member of staff from your school/service has been /is currently involved as participants on the MA Education Programme. To what degree has their involvement in the MA had any noticeable impact on them and their practice? None ( Slightly ( A fair amount ( A considerable amount ( Any other comments: 2. To what degree is there evidence that their involvement in the MA has contributed to: a) the achievement of the LA/school/service development plan priorities: None ( Slightly ( A fair amount ( A considerable amount ( b) school improvement None ( Slightly ( A fair amount ( A considerable amount ( c) raising achievement None ( Slightly ( A fair amount ( A considerable amount ( Any other comments: 3. Have any of the participants shared what they have learnt from the MA: a) within the school/service yes/no/don't know b) with groups of staff and staff meetings yes/no/don't know c) through external meetings yes/no/don't know Any other comments: 4. Has the LA/school/service provided any: a) financial support yes/no/don't know b) time support for the participant yes/no/don't know c) through a staff newsletter yes/no/don't know Any other comments: 6. To what extent do you consider the MA to be good value for money, in view of the targets above: None ( Slightly ( A fair amount ( A considerable amount ( 7. What value do you see in having such extended, sustained award-bearing PPD for staff? 8. Have you discussed their activity on the MA as part of their performance management interview or in setting targets? yes/no Any other comments: 9. Do you feel the MA Education programme could be developed in any respect to more effectively support the achievement of the LA/school/service development plan priorities, school improvement and raising achievement? yes/no/don't know If YES, how? Is there a specific contribution you would want to make? 10. Have you utilised 'free' partnership credit for your CPD? yes/no 11. Would you be prepared to add to our data by agreeing to an interview? yes/no APPENDIX 8: AN EXAMPLE OF A SCHOOL DEVELOPMENT PLAN WITH ASSOCIATED AREAS FOR ACTION ENQUIRIES. PATCHWAY COMMUNITY SCHOOL DEVELOPMENT PLAN 2005-06 43 teachers currently engaged in PPD STRAND FOR DEVELOPMENT: 1. Raising standards and achievement through the further development of quality teaching and learning Key Priorities (in priority order)Focus areas 1A. Assessment for Learning Objective led lessons High quality diagnostic marking and written feedback Formative assessment practices Target setting and monitoring  1B. Develop assessment practices that have rigour and monitor student progress effectively; particularly at KS3 All assessments in relation to NC or course criteria Assessment Manager for recording and monitoring targets and progress Quality assurance of assessment practices  1C. Literacy skills across the curriculum Literacy support for developments within subjects Literacy progress units for identified pupils Consistent approach to the marking and annotation of literacy NC level 5 writing criteria used as a benchmark across KS3 subjects  1D. Pupil engagement Challenge Learning and teaching styles ICT and e-learning Curriculum provision  1E. Additional training and support in behaviour management for identified colleagues  Behaviour Charter Training in assertive discipline Coaching of identified colleagues  1F. Improve the performance of boys at KS4, in particular middle ability boys  Strategies to engage boys STRAND FOR DEVELOPMENT: 2. Improving the well being of learners through the further development of mutual respect and personal responsibility Key Priorities (in priority order)Focus areas 2A. Raising aspirations  Developing of mentoring schemes Aim Higher 2B. Attendance and punctuality Measures to promote attendance and punctuality Fixed penalty notices Parenting contracts  2C. Behaviour Behaviour Charter Reward scheme Bromcom for staff recording of behaviour (positive and negative) Whole school discipline system Training in assertiveness Coaching of identified colleagues  2D. Healthy lifestyles Co-ordinated PSHE provision Upgrading of physical environment School Meals review Healthy Schools Award / School Travel Plan  2E. Positive contribution to the school community  School Council Consultations with students by team leaders STRAND FOR DEVELOPMENT: 3. Further developing the leadership and management capacity in order to sustain school improvement Key Priorities (in priority order)Focus areas 3A. Distributed Leadership  Introduction of TLR for teaching staff Developing the non-teaching staff potential Development of middle management responsibilities 3B. Whole College Evaluation The Co-ordination of information gathering and evaluation SEF preparation 3C. Development of Staff linked to accredited CPD  Re-structuring directed time for teachers Building personal development tasks for teachers University accredited post-graduate Certification of personal development tasks 3D. Improvement in the working environment  Developing Improvement to staffroom and toilets Improvements to circulation areas Interactive Whiteboards (including training) Site improvements 3E. Human Resource and outside agency management  Updating all job descriptions Staff monitoring and support Performance Management and Induction for all staff Establishment of the Workforce Reform agenda Development of inter-agency working to meet the ECM requirements Further improved recruitment to avoid potential difficulties 3F. 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