ࡱ> q` *bjbjqPqP 4j::" RRRf###8#\"$fmEh$($$$$.&.&.&DDDDDDD$Fh=IDR'(&&*&'('(D$$4E*,,,'(8$R$D,'(D,,@:RB$$ PJ:#A*AC1E<mEAI;+ZI(BBIRB$.&>l&,,&$&k.&.&.&DD,d.&.&.&mE'('('('(fffD ffffff 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 30 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 Bath  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? Specified objectives are being achieved at three levels. The aims and objectives of the taught units address appropriate perspectives on learning and consider how approaches to teaching and instruction or to educational management can be influenced by tacit and explicit educational theories. All teachers who attend courses are required to engage in this level of professional development; Teachers are then required to conduct an Educational Enquiry in their own professional context with the supervision of a University tutor. The Educational Enquiry enhances participants contribution to pupil performance in their own schools and improves their ability to identify, plan, manage and evaluate educational developments. A good quality educational question is clearly related to teachers own or the school's priorities for development. Teachers who submit assignments apply the taught theories to practical observations in their own classroom. They critically analyse and communicate knowledge about teaching and learning, and apply it to their own practice. Evidence is drawn from a wide range of sources: a) scrutiny of submitted assignments. Examples of good practice are placed on the website with the permission of the teacher; b) a regular analysis of samples of completed assignments by the TDA Coordinator and the Director of Studies to identify evidence of ways in which provision has impacted directly within schools. c) 'teacher researcher' conferences, that provide a forum for teachers to share evidence of the impact of provision on school practice; d) feedback from the Programme's External Examiners, whose scrutiny of completed assignments provides evidence of ways in which provision has made an impact at school and classroom level; e) questionnaires to teachers. These are given out at the end of the taught unit and at the end of the academic year when teachers have had time to reflect on and apply their learning. Questionnaires are delivered both by e-mail and internally. Quantitative data are counted and presented as tables for comparison. Qualitative data are discussed and issues of strength or concern identified. People consulted were teachers, lecturers, LA advisors, headteachers, and examiners. Reports on these issues go to the Department's CPD Policy Committee and are a key input into decisions about the future nature of provision.  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?Objectives were completely realistic at the first level. Evidence for this is available from the teacher questionnaires, discussions with groups of teachers and observations at the TDA conference. At the second level objectives were realistic for those teachers who progressed to the second stage. Teachers who carry out small school based enquiries related to the taught unit demonstrate in their planning and delivery the ability to identify, plan, manage and evaluate educational developments. These teachers also report the impact of their work on the wider practice in the school. Evidence for this is available from the teacher questionnaires, discussions with groups of teachers, observations at the TDA conference, scrutiny of written accounts and examples of changed practice in schools. There was some disappointment in the proportions of teachers who elected to gain credit at the Masters level by submitting assignments. Where this has happened objectives have been realised. Evidence is available from the Departments electronic system for tracking individuals who have been awarded TDA funding. Further evidence is obtained from teacher questionnaires, discussions with groups of teachers, observations at the TDA conference, scrutiny of written accounts and examples of changed practice in schools. Reports on these issues are analysed at the CPD Policy Committee and the MA Management Team and are a key input into decisions about the future nature of provision.  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?  Yes, all our objectives are on-going. The value of attending courses has gained a higher priority although we are anxious to encourage teachers to submit assignments Scrutiny of quantitative and qualitative reports by the CPD Policy Committee, the MA Management Team and school-based colleagues.  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?  Yes, for example, whole school participation in a unit relevant to their particular needs. Discussion with professional development co-ordinators. Feedback from student questionnaires. Reports on these issues are analysed at the CPD Policy Committee and the MA Management Team and are a key input into decisions about the future nature of provision. Particular needs are discussed and recorded. Outcomes are included in the external examiners reports and the annual Director of Studies report to the University Quality Assurance Committee.  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.  Development of new units, for example, Curriculum Studies, appropriate to the needs of schools. Discussions with teachers, school management teams, local authority advisors, subject mentors, Reports on these issues are analysed at the CPD Policy Committee, the MA Management Team and school-based colleagues and are a key input into decisions about the future nature of provision.  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