ࡱ> q` &2bjbjqPqP 4z::*%2222222F0008&1\1FzhJ2(r2"222333-z/z/z/z/z/z/z$6|h~Sz253355Sz22224hz*88852222-z85-z88N]r822w2>2 P:t:06t0!y z<zt$$b7$`ww$2w$3h04J8z4<40333SzSzV8v333z5555FFF$jFFFjFFF222222 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 Birmingham  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?  The objectives of PPD programmes as set out in our bid includes the central aim to foster pupil learning and performance, including academic, social, communicative and functional achievements, and pupil motivation. This was to be achieved through developing teachers knowledge, understanding and practice - by enhancing teachers understanding of pupils needs and their capacity to respond to those needs, through developing teachers ability to reflect on different aspects of their work, and through supported and assessed teaching placements. Our programmes also aim to meet relevant National Standards. Evidence that these objectives have been achieved is found in: participants written assignments, projects and professional development portfolios participants presentations in seminars participants contributions to discussion in seminars and on-line discussions reports of participants increasing their influence at institutional level participant feedback, both written and oral reports from teaching placement supervisors on observed teaching minutes of consultative committees/advisory groups comprising representatives from participant groups, head teachers and local authorities written reports from external examiners, particularly on the practical relevance of programmes Ofsted reports participants gaining professional qualifications or promotion as result of their study completion rates For example: the work submitted for one project module documented the development of a video assessment and the implementation of training for colleagues. on one programme impact was seen in the quality of discussions on the website. participants reported developing aspects of management policy and provision by producing revised behaviour policies; structuring playtime activities; and producing pupil programmes leading towards appropriate accreditation. Ofsted reported on one programme that, Participants and line managers agree that the course has had a positive impact on practice both in the classroom and at whole school or LA level. Feedback from participants included: The document I produced has gone down well at school. There are now action plans for inclusion and things are really happening. 'Doing a course like this makes you reflect more on what you're doing and you become a better teacher.'  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? In the main the original objectives were realistic. However, it is not always easy to track how programmes impact in the classroom or at institution level. A further issue is how to measure impact in any long-term sustained way. Furthermore, some participants perceive themselves to be in professional contexts which are not conducive to change. In these cases impact is lessened to mainly personal development rather than school wide or classroom focussed change. 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?  No. Objectives have not changed. What has changed is how impact evidence will be collected see Q5 below.  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. At individual programme level this includes: Distance education course materials have been used by past participants and their colleagues in their schools and services. The materials have been used to conduct awareness training, to support and mentor colleagues, and as a basis for discussion for personal development. One programme reports past participants going on to develop regional and national tools for professionals in the field, and setting up regional networks for inter-professionals in the field. Some impact at school level was not anticipated. For example, some participants latched on to an input and discussion about unstructured time in school. This led some to examine the role of their lunch time supervisors; others looked at introducing games and activities, others at the sanctions applied within their policies. All had the purpose of reducing behaviour incidents during breaks. On one programme participants examined the impact of being a young carer upon learning and behaviour and examined ways of identifying and supporting such young people. Unexpected impacts where an aspect with a topic sparks off a train of thought/investigation with an individual participant. For example, an area which has seen increased interest is that of SEALS and its impact in mainstream primary schools sparked by a discussion around some input on emotional intelligence. One programme reports a career-long impact of the programme of study on a growing number of professionals.  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.  The need to report on impact has been a useful exercise for us. Although considerations of impact are embedded in all programmes there is considerable variation in how impact is conceived and how it is monitored. We are planning to develop a more comprehensive impact strategy across our PPD provision including: all programmes to have planning for impact fully incorporated into their written structures to develop thinking amongst colleagues on what constitutes impact ensuring that all programmes have high returns of written feedback from participants sharing best practice in monitoring impact exploring possibilities for researching impact across all PPD programmes exploring ways of monitoring long term impact asking external examiners to give feedback on impact evidence they see asking partners including schools and local authorities to provide impact evidence they see Also, the greater focus on impact has led us to revise our Student Feedback Form so that there is now a clearer focus on impact and that all relevant aspects can be monitored. The form now asks participants to think of impact in relation to (i) their own practice (ii) pupils (ii) their colleagues and (iv) their institution. It is anticipated that the revised form should result in better impact evidence. Most participants on PPD funded programmes at Birmingham are studying through distance education. This has created difficulties in obtaining written feedback. To overcome this problem from January 2007 all participants will be required to submit their completed Student Feedback Form with their written assignments. This should result in more evidence on impact and a better overall picture. There are many changes at individual programme level, for example, over needs analysis and collecting data on different aspects of impact.  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?  Collaborative funding has been used: for meetings with other HEI PPD providers in the West Midlands to discuss issues of shared interest. For example, we are currently undergoing an audit of teaching provision in the region to identify overlap and gaps. to maintain and sustain links with partners (local authorities, schools, professional bodies, non-government organisations) to support advisory groups for fields of study which meet regularly to work with programme tutors on course developments for exploring other possible collaborations with schools, Local Authorities etc  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     PAGE  PAGE 1  abcdekmrstjUF;1h:gOJQJ^Jh:g5OJQJ^JhN5CJ(OJQJ^JaJ((hhBQh}pCJOJQJ^JaJnH tH 1jhS@$hICJOJQJU^JaJnH tH (hS@$hhBQCJOJQJ^JaJnH tH 1jhS@$hhBQCJOJQJU^JaJnH tH hS@$5CJ(OJQJ^JaJ(hEc5CJ(OJQJ^JaJ(#h}ph}p5CJ(OJQJ^JaJ(hy5CJ(OJQJ^JaJ(hhBQ5CJ(OJQJ^JaJ(st 9 : ! x I & FEƀ{&gdogdogdhBQ2%2  S T : K X b ! , - ? @ I M v w x ޽}}}s}iih OJQJ^JhEcOJQJ^JhpE OJQJ^Jh:OJQJ^Jh{LOJQJ^JhIOJQJ^JhyOJQJ^Jhoh:g6OJQJ^Jho6OJQJ^Jh{L6OJQJ^Jh:g6OJQJ^Jhoho6OJQJ^Jh:gOJQJ^JhoOJQJ^J'x @ k!I & FEƀ{&gdoI & FEƀ{&gdoI & FEƀ{&gdo@ v w $Ifgd:ggd I & FEƀ{&gdo  9DG5\auĹį⛑{pehEc5OJQJ^Jh&Yb5OJQJ^Jh 5OJQJ^JhjJ5OJQJ^JhjJOJQJ^Jh}pOJQJ^JhEcOJQJ^Jh{LOJQJ^Jh:g5OJQJ^Jh:gOJQJ^Jh(v:OJQJ^Jh:OJQJ^JhIOJQJ^Jh OJQJ^Jh&YbOJQJ^J#=8N & F$Eƀ{&IfgdS@$ $$Ifa$ $IfgdyekdF!$$Ifl#F$ t0644 laV=G[=>Ƚȥ{j\N=N=N= h!DhCJOJQJ^JaJhCJOJQJ^JaJh5XCJOJQJ^JaJ hj{h CJOJQJ^JaJh CJOJQJ^JaJ h!Dh CJOJQJ^JaJhy6OJQJ^Jh3'OJQJ^JhJhS@$6OJQJ^JhS@$6OJQJ^JhS@$5OJQJ^Jh3'5OJQJ^JhJ5OJQJ^JhEc5OJQJ^Jhr5OJQJ^J=rcN & F$Eƀ{&IfgdS@$N & F$Eƀ{&IfgdS@$@:1 $Ifgd $Ifgkd!$$Ifl(## t06 44 la $$Ifa$N & F$Eƀ{&IfgdS@$Z[%og,=>KL h$If^hgd & F$Ifgd $Ifgd hh$If^hgdaq & F 8hh$If^h`gd  $Ifgd  BDL 345~ƹ|ncXG h!Dh CJOJQJ^JaJh3'6OJQJ^Jh3'5OJQJ^Jh_>hS@$6OJQJ^JhS@$6OJQJ^JhS@$5OJQJ^JhS@$hS@$5OJQJ^Jhy5OJQJ^JhhBQhV95OJQJ^JhyhS@$OJQJ^Jh3'OJQJ^J h5XhCJOJQJ^JaJ h!DhCJOJQJ^JaJhCJOJQJ^JaJ*+  rs 8$If^8gd h$If^hgd $Ifgd & F$Ifgd Q>1 & F$Ifgd_>N & F$Eƀ{&IfgdS@$ $$Ifa$ikd"$$Ifl*(## t06 44 lahiV}$If $Ifgd  $IfgdJikd"$$IflP3## t0644 la0?EhUVXY]GHIJȾ}r}ghy6OJQJ^JhkN6OJQJ^JhS@$6OJQJ^JhS@$5OJQJ^Jh3'5OJQJ^Jh(v:5OJQJ^Jh5OJQJ^JhOJQJ^Jh3'OJQJ^Jh_>6OJQJ^J h!Dh CJOJQJ^JaJhmHBCJOJQJ^JaJh CJOJQJ^JaJ%VWXY}} & F$IfgdS@$ $$Ifa$ikd#$$Ifl33## t0644 laGHIJ@77 $Ifgd gkd#$$Ifl(## t0644 la $$Ifa$N & F$Eƀ{&IfgdS@$ $$Ifa$gkd$$$Ifl(## t0644 la$Iflmnou w!x!!!### ##˪yjyYH h!DhCJOJQJ^JaJ h!DhCJOJQJ^JaJh CJOJQJ]^JaJ#h!Dh CJOJQJ]^JaJ h!Dh CJOJQJ^JaJh CJOJQJ^JaJh}p6OJQJ^JhS@$6OJQJ^JhS@$5OJQJ^Jh3'5OJQJ^Jh(v:5OJQJ^Jh5OJQJ^Jh3'OJQJ^JhS@$OJQJ^J=lmcZ $$Ifa$N & F$Eƀ{&IfgdS@$N & F$Eƀ{&IfgdS@$mno w!x!##yyl_ & F$Ifgd h$If^hgd  & F$Ifgd  $Ifgd $Ifikd~$$$IflE2## t0644 la # ###$$W%X%Y%Z%[%\%%ywwn $$Ifa$ikd$$$IflF2## t0644 la$If & F$Ifgd  $Ifgd  #%#### $,$.$=$$$V%W%X%Y%Z%[%\%%%Y&&&&&&ὲ~se[NC~hS@$5OJQJ^JhrhS@$OJQJ^JhS@$OJQJ^JhS@$hS@$6OJQJ^JhS@$6OJQJ^Jh3'5OJQJ^Jh5OJQJ^Jh OJQJ^JhyOJQJ^Jh3'OJQJ^Jh_>6OJQJ^J#h!Dh CJOJQJ]^JaJ#h!Dh 5CJOJQJ^JaJ h!Dh CJOJQJ^JaJh CJOJQJ^JaJ%% &cN & F$Eƀ{&IfgdS@$N & F$Eƀ{&IfgdS@$ &Y&&&&&71$Ifgkd~%$$Ifl(## t0644 la $$Ifa$ $IfgdS@$N & F$Eƀ{&IfgdS@$&&&''(*/*_*b***++,,H-I-Y-e-------4....00000ŴŴŴŴŴŦ􎊆{p{ppfb^hJhhOJQJ^Jh6OJQJ^Jh5OJQJ^Jhh3'h3'OJQJ^JhCJOJQJ^JaJhaqCJOJQJ^JaJ h!Dh CJOJQJ^JaJh CJOJQJ^JaJ#h!Dh CJOJQJ\^JaJh CJOJQJ\^JaJh}p6OJQJ^J!&''K((( )V)))'*(*++H-I--- $Ifgd $$$Ifgd  $If^gd  & F$Ifgd  $Ifgd ------4...zq $Ifgd & F$Ifgd_ $$Ifa$gd_ikd%$$Ifl=(## t0644 la.....//000000xkxxx $If^gd  & F$Ifgd  $Ifgd  $Ifgd_gkdz&$$Ifl(## t0644 la 00000l1m1|11111111gdikd&$$Ifl=(## t0644 la $Ifgd_0#121516171Z1[1\1j1k1l1|1111111111111ٳ٨雑wjw`VIh2ht#OJQJ^Jht#OJQJ^Jh2OJQJ^Jh2h&YbOJQJ^Jh2h2OJQJ^JhhBQhhBQOJQJ^JhkNOJQJ^JhhBQh_>OJQJ^Jh&Yb5OJQJ^Jh`ghkN0J5OJQJ^J*jv'h`ghkN5OJQJU^JjhkN5OJQJU^JhkN5OJQJ^Jh_>5OJQJ^J11222222 2 2 2 222222222 2!2"2#2$2%2&2Ѹhb0JmHnHuhRh5X h5X0Jjh5X0JUhzjhzUh1/h1/OJQJ^Jh6OJQJ^J1222222 2 2 2222"2#2$2%2&2 &`#$gdRgdJ21h:pI. 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