ࡱ> 13./0q` bjbjqPqP . ::ͻ 8܂<45X222$h=,ܛ22ܛܛ,4AVlllܛZlܛlljL Y;6J2 5|J d42*l$ 222,,2225ܛܛܛܛPU,U 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: Chichester University  Q1: How well are you achieving the objectives as identified in your application? 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? To support this evaluation a short paper has been included (Appendix 1) to indicate our thoughts on impact and how as a University we have used a research base to inform the design of our MA programmes. In relation to our proposed intentions for criterion 7 the seven areas outlined have been addressed. All our MA Programmes and the assessment of our programmes focus on teachers own practice in teaching or leadership and management with the aim of improving their practice. As a consequence of this development pupil-learning experiences should be enhanced. Criterion 2, Question 2 of the bid specifically outlined our intentions to contribute to improved student performance and Question 3 of that section related to our overall improvement in school practice. The structure of our MA programmes has been designed and developed to support participants in approaching their work as reflective practitioner researchers able to identify opportunities to develop in their practice. Impact on the student learning experience as identified by participants to our programmes is tracked over a short period of time as our modules are generally delivered over a ten-week period. At this point impact on practice, as evidenced by module evaluations can only be intended. As participants progress through our Post Graduate Certificates and Diplomas and Dissertation Stages, their understanding of practitioner research and how they can influence practice and the student learning experience is more enhanced and may have become part of practice. For a more comprehensive assessment on practice over a sustained period of time further work needs to be done to track participants intentions from every module and stage of our MA Programmes. Assessments focus on improving practice and development of self, student learning or whole school development. Care is taken in the design of assessment tasks to ensure a focus on impact and the identification on improved practice. Evidence is available through the assignments produced by participants. All curriculum-based modules require participants to monitor and record student progress using a range of assessment instruments including standardised tests, the end of Key Stage assessment tests and other examination data. Here the focus is on the processes and function of assessing, recording and reporting of achievement and the interrelation with progression through the curriculum, developing a comprehensive understanding of the different purposes, techniques and instruments of assessing and reporting achievement. Much creativity has gone into our programme design and we have been fortunate to also work alongside Teachers TV, some of our work in Mathematics. For example, can be found on the following web links: KS3/4 Maths - Assessment for Learning in Maths: Revising Polygons with Year 11  HYPERLINK "http://www.teachers.tv/video/3347" \t "l" http://www.teachers.tv/video/3347 KS3/4 Maths - Assessment for Learning in Maths: Exploring Graphs with Year 9  HYPERLINK "http://www.teachers.tv/video/3346" \t "l" http://www.teachers.tv/video/3346 KS3/4 Maths: Motivating Maths at GCSE: Getting Away from the Textbook  HYPERLINK "http://www.teachers.tv/video/3082" \t "l" http://www.teachers.tv/video/3082 KS3/4 Maths: Motivating Maths at GCSE: Outdoor Trigonometry  HYPERLINK "http://www.teachers.tv/video/3083" \t "l" http://www.teachers.tv/video/3083 During our University Annual Monitoring process we report on the participants evaluations in respect of how they might impact on pupils, colleagues or personally as a result of attending our PPD programme. Our evaluations returns were offering over 80% returns across the year. In all out modules offered in 2005-6 MA(Ed) programme participants stated that it would impact on current or future work with students. Common themes included: reflection engendered in participants leading to the development of new strategies in the planning and implementation of learning and teaching; improvement in skills (e.g. listening, creativity) and the need to challenge practice; insight into pupils needs (e.g. modules with an inclusion theme), with the student voice mentioned specifically in four of our modules; and the relevance of modules to the Every Child Matters and Personalised learning agendas. Specifically the Maths modules raised two key comments from the evaluation questions which were as follows: Q. To what extent do you now feel that you can support the development of mathematics in your school, and assist your colleagues in the teaching of mathematics? I will choose those strategies which will have greatest impact for progress in their school Q. What skills do you consider you have acquired or developed as a result of the course? I work with visually impaired children and have gained skills to help them access the mathematics curriculum. All our modules offered were seen to impact positively on participants current or future work with colleagues. Common themes included: Dissemination of alternative approached, new ideas, materials, research and current literature via formal or informal meetings and discussion; Enhancement of awareness, and assertiveness to challenge practice; Sense of increased confidence to open professional dialogue with colleagues to present INSET sessions or conference papers; and Improvement in communication skills and in sensitivity towards colleagues. Our modules offered also had a positive impact on participants, common themes included: Positive impact on reflective practice, in particular on ability to critique, analyse and self-evaluate; A deepening of awareness, knowledge and understanding of theory and good practice; Ability to apply new techniques and strategies; Feeling better informed, prepared and adaptable, and able to see the bigger picture in students development; Development of professional skills and personal qualities; Reviewing career and promotion opportunities; and Increased confidence and motivation to take staff forward and to pursue own studies. In addition, we have introduced a participant research element to our evaluations. The student representative that sits on our MA Programme board conducted the research which took the form of a questionnaire with focus group consisting of a representative group from all the programmes modules. The range of questions elicited responses about choice of Chichester to study to general impressions of the programme, impact, support and suggestions for further improvement. In regard to professional impact the research reported that the programme overall would impact on their working practice and that the programme had helped them develop professionally, that they felt re-engaged and more up to date. Other comments included: It has helped develop my self-confidence It has made me think and be more proactive Improved self-esteem and made me feel like I can achieve something Helped me re evaluate my own practice Actively working with our partners ensures that we receive comments and sometimes letters praising our programmes. Local Authority staff working closely with schools can identify improvements in teacher practice and resultant school improvement. The appointment of a member of staff to support the impact work and collaboration should assist in the tracking of participants and widen our collection of data to include other factors such as student attendance, retention rates, improved confidence, autonomy, self esteem, motivation and student voice. It will also be possible to seek commentary from a wider range of stakeholders and partners in terms of the impact of our work. The purpose of this approach is also to support tutors in analysing the data and recording improvement to enhance our approach to learning and teaching as evidenced from a research base. Examination Board and Programme Team meetings have offered the opportunity to discuss various aspects of impact and the different types of impact participants have had in their schools. External Examiners, from other Universities see a proportion of student assignments and dissertations; their commentary often refers to specific improvements and activities participants have accomplished as a result of their participation in our programme. In addition to these programme meetings there is an annual review of the programme and the programme co-ordinator gathers together substantial data and information, including participants comments about the programme and the impact on their practice. Annual reviews give the opportunity for academic peers to analyse and interrogate the data presented at a formal meeting. On our MA programme each participant has the opportunity to take six modules and a dissertation which could potentially lead to seven initiatives being developed in their schools. In reality only a proportion of these initiatives will lead to improved practice, for a variety of reasons including power bases and authority to change practice within a subject area, phase or school. Many of our participants on our programme have undergone Ofsted inspections since joining the programme and subsequent reports may have mentioned improved practice in general. Some participants are active in informing us of Ofsted, Local Authority or other reports. We have viewed our TDA funding as a three-year developmental project; commentary in question 6 and appendix 2 outlines our approach in year two and year three of the funding.  Q2: How far were your original objectives realistic?  What evidence do you have to support this judgement? How was this evidence collected and analysed? Our original intentions in criterion 7 were realistic and achievable; however, there have been substantial changes since the submission of the bid. For example, a new Head of CPD has been appointed, new staff have been appointed in CPD and Mathematics and both our MA (Ed) and MA (Mathematics Education) have undergone University re-approval. These developments have given the University an opportunity to reassess our work with schools through our postgraduate provision. Whilst the intentions were realistic they did not take into account the opportunities the collaboration funding might offer in terms of assessing impact. Therefore a research project has now been scoped to take advantage of this funding opportunity (appendix 2). The bullet points we identified in criterion 7 have all been addressed over the first year of the funding, which includes: Working with UCET on the impact framework evidenced in our attendance at UCET and incorporating aspects into this report. Enhancing our student module evaluation forms to expand questions on impact evidenced by our new forms and the inclusion of a summary of student comments and data about the module in the next student module handbook. Information is also available on our website. Members of staff on the CPD team have either been given research time to undertake projects on impact or scholarly activity time to improve modules evidenced by research papers, attendance at IPDA conference and improved modules. Our approach to research data collection continues to be diverse according to the nature of the provision. This is now supported and evidenced by the appointment of a member of staff to focus solely on assessing impact and developing further collaboration with our partners. The assignments are still our most powerful evidence source for participants impact on self, student learning or whole school impact. External examiners continue to identify specific impact in their reports. Chichester University still welcomes the opportunity to support TDA impact conferences by presenting papers making presentations on our work. In addition we have developed further our own conference programme, which will include presentations by MA participants and we are in the process of creating two further research centres to support the development of participant and tutor research. Our annual reports are a requirement of our University and evidenced on our website The recruitment and retention rate of MA(Ed) participants provides evidence of the relevance of our objectives. The average number of entrants in last 3 years of programme (2003 -2005) is 120 per annum, compared with 19 per annum in 2000 2002), while withdrawals from programme before completion of an award have averaged 12 per annum since 2000. The annual average increase of 631% in numbers of participants from 2003 is linked to the rationale for specialist pathways that has been developed at Chichester, namely: our recognition and meeting of the needs of teachers and other education professionals to gain greater knowledge, understanding and improved practice in three areas of considerable importance and relevance, both to the labour market and to career progression. Thus participants may now study on a specialist pathway in curriculum, inclusion, or leadership and management, or pursue a more eclectic programme. Our partnership meetings with Local Authorities and other Universities have allowed us to discuss the programmes that we offer, the subject content and where gaps in content need to be addressed. The structure of the bid has allowed for flexibility in content whist maintaining the integrity of the bid. An example of this is discussions with Local Diocesan Boards about a Post Graduate Certificate for Subject Leaders in Church Schools.  Q3: Has your evaluation led to any reprioritisation of your objectives?  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? All our objectives are ongoing. As we have investigated and discussed impact with various stakeholders, UCET, IPDA and so on our understanding of impact has developed, therefore we are now doing more than we outlined in criterion 7. The appointment of our impact research project manager will enable us to better track participants, analyse the rich data that we have at our disposal and work more closer with our partners and schools. On this basis various decisions have been reached. Some of our objectives have become more focussed as we approach impact from intention to practice and consistent practice. This can only be done over a period of time hence our three-year approach to the overall project. The objectives that have now become more significant are: Fully implementing the UCET framework Further review and analysis of our student evaluations with follow-up evaluations undertaken to ensure continued and imbedded impact Further enhance our student representative research Ensuring tutor research time and scholarly activity time is more focussed on the impact of our postgraduate programmes.  Q4: Are there areas of impact that you did not originally anticipate?  What evidence do you have to support this judgement? How did you collect and analyse this evidence? Some of the areas that we had not originally anticipate include: The whole notion of immediate, medium term and a fully implement approach to collecting data on impact bearing in mind the structure of our MA programmes. The use of self, student learning and whole school as elements of impact Using different modes of delivery to enhance direct impact to schools to assist in more participants to our programme Re-designing assessment tasks and assignments to support participants in identifying and tracking impact The collecting of additional data to support some of the peripheral yet key points related to impact (e.g. increased confidence, enhanced research skills for practitioners and their subsequent approach to school development, the potential of our postgraduate programmes as a lever for change in schools and for individuals in the form of promotion, the notion of a team of staff from a school undertaking the programme together on the basis of making substantial change) The evidence for supporting these judgements was collected and analysed from a range of student evaluations, external examiner reports, tutor discussions at programme boards and research undertaken by tutors working on our MA programmes. We have also been informed by research papers and articles on CPD and impact from UCET, IPDA, BERA, other meetings and conferences. Direct evidence from our MA(Ed) programme suggests that: Recruitment figures show that numbers have increased more quickly on the Leadership and Management pathway (55%) in comparison with other pathways: 32% (Inclusion) and 13% (Curriculum); evidence has been collected from numbers of applicants to programme, since 2005/6. Whilst these figures are below what was originally intended we have put together a different strategy for 2007 onwards which is positively recruiting more participants onto our programmes. Evidence from our MA(Mathematics Education) suggests: The spawning of new Network groups of teachers with a particular area of interest, in particular a West Sussex group who focussed on the development of their uses of ICT in mathematics. This particular initiative links with another project and the group will be funded to continue to meet in 2006-7 through a DfES/BECTa pilot initiative.  Q5: What is changing about your provision as a result of your evaluation? Note that you may wish to attach an action plan as part of your answer to this question.  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? As previously mentioned our MA(Ed) and MA (Mathematics) have both undergone University reapproval during 2005-6. This is part of the ongoing quality assurance system within the University. To inform any changes to the programmes evidence was taken from student and tutor evaluations, partnership meetings, external examiners; in addition to ideas and concepts gleaned from research and meeting with colleagues from other Universities. Neither programme changed radically although changes were made to make them fit for purpose for the next five years, ensuring they addressed the needs of professionals working within the field of education. Some of the changes to our MA programme include: Assessment tasks and assignments to ensure they are more relevant to the participant and that enable data to be collected as part of their normal role. For example on our mentoring module we now use a portfolio approach to allow participants to use self assessment, the recording of practical applications related to mentoring staff, refection and projective practice and an assessment of impact as a result of their intervention. During the coming year staff development sessions will focus on broadening our repertoire of assessment tasks. Dissertation titles ensuring there is a clear indication of intended impact as a result of undertaking the research. Changes in grading we have moved from a three grade to a five-grade system. This is to support the development of the participants throughout the Masters programme. All work continues to be underpinned with supportive formative and developmental comments which participants are asked to record and present to the tutor of their next module. The expectation is that students will then show evidence of those developments in their next assignment. The evidence base for this emanated from internal scrutiny of the MA programme within the School of Education and other Schools within the University. Scaffolding to support students - even though our participants work in the field of education and are already well qualified many may not have undertaken academic work for a few years or need to be supported in their writing at Masters level. We are providing both hard copy and web-based support to assist students even further and also enable them as independent and more frequently distance learners to access this information from our web site. The need for this has arisen following discussions by the programme team having assessed assignments and taken note of external examiner comments. Content change to reflect the new agenda(s) in education and related public services- Working within the framework of postgraduate certificates and diplomas has allowed for a more flexible approach to content. In both our MA programmes discussions and developments have happened to ensure currency value with our participants. We are endeavouring to embrace the Every Child Matters agenda and the notion of inter-related services working collaboratively. To this end we have worked on developing relationships within our own university such as with our School of Social Services. Specific Subject modules have been introduced, which again has led to collaborations within the University in this instance with the School of Physical Education. The review of ITT mentoring by the TDA led to review of our Mentoring module to reflect the needs of our partnership schools; this incorporated the advice from representatives of our Partnership Schools. Other changes include: Widening participation - which is part of University of Chichesters corporate plan; to this end QTS is no longer a condition of entry, in order to attract other professionals in field of education. A consequence of this has been an increase also in non-standard applications on our MA(Ed) programme, from 4% in 2004 to 23% in 2005, e.g. school librarians and LSAs have been accepted on a trial basis, and we envisage a continuation of this trend. Whilst we fully understand the nature of the funding school colleagues are working on our programmes from the wider workforce in schools. The need for longer more sustained project work within MA (Mathematics Education) along with stronger collaborative projects with LAs Hants is proposing a 20 day Advanced Diploma course accredited by Chichester in 2007-8 aimed at developing subject leadership in mathematics. Working more closely with our partners (Local Authority representatives, individual schools, clusters or networks of schools) to identify specific needs and be more responsive to their needs. Our consortium and partnership relationships continue to flourish. Having undergone an initial phase to establish procedures and protocols the focus is now to address more specific issues related to needs and impact research.  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?  Dr Coleen Jackson, Head of CPD was part of the TDA Review on PPD funding and supported the inclusion of collaborative funding the University has made a concerted effort to ensure the funds have been used for their original intention. Honor Williams, Head of School of Teacher Education (SoTE) and Dr Coleen Jackson has both been active members of the two groups outlined in the original bid, the West Sussex Learning Academy (WSPLA) and Southern Partnership. The WSPLA consists of the Childrens Services Directorate embracing Education, Social Services and Health just in West Sussex. The Southern Partnership embraces Education within the wider region of Hampshire, Portsmouth, Gosport, Isle of Wight and Southampton. Both link with the Universities across the region. During 2005-6 Chichester University have been represented at board and management meetings of both groups to forge partnerships, consider collaborative bids and to ascertain future priorities and developments. In addition further meetings have been organised with both partnerships to ensure quality of provision. Both groups have web based CPD opportunities in the region with hyperlinks between partner websites. Members of the Local Authority are represented on the University Examination Boards within the School of Teacher Education, as are teachers within the schools. Both groups are representatives of our stakeholder group and have the ability to develop our programmes in light of evidence gained from our evaluation process or in response to local, regional or national need. In addition time has been spent by Dr Coleen Jackson, Head of CPD, Dr Chris Luck, Co-ordinator for MA(Education) and Alison Clarke-Wilson, Co-ordinator for MA (Mathematics Education) in directly making contact with schools within our remit. Part of our objective has been to provide customised programmes, especially Post Graduate Certificates in Professional Practice to support the CPD work being undertaken in schools. Modules are selected from our existing MA modules along with an independent study or practitioner research module and focus on school effectiveness and improvement. All participants are required to undertake activities that have a direct relationship to their role within the school or institution. Working in collaboration with the schools CPD Managers or LA advisers during 2006-7 a number of these projects will be underway. Working with the TDA ITT programmes a significant development on the Mentoring Standards has led to the redesign of our Mentoring modules, as mentioned above. This work is now having an impact on our partnership schools. Chichester Ofsted of ITT programmes (October 2006) saw this module as the Rolls Royce model of training and development. During 2005-6 other strategic partnerships and collaborations were also formed with the Virtual Staff College, Southern Educational Leadership Trust and the South East Leaders of Integrated Centres. The later two have given the University the opportunity to encourage school leaders to APEL their work on NCSL programmes and then continue their postgraduate studies. In 2005-6 a research project was scoped to look at impact. The post holder will also support the SoTE to forge further collaborative links with schools, Local Authorities and other education professionals who might benefit from PPD funding. A summary of our research project can be found in appendix 2. Our intention was to see this as a three-year project to allow for initial impact and short to medium term impact examples to be collected. In year 1 much of the collaboration money was spent in key staff attending meetings and setting up the research administration. In year 2 (2006-7) the research project co-ordinator has been appointed and a more formal process of data gathering has begun. The focus of our research is to directly ascertain impact by individuals within their schools or other education organisations as a result of attending our Masters programme. Our intention is to write up and publish out findings after year 3 (2007-8) of the funding. To further enhance this work Dr Chris Luck has been given research time across the three years to track impact within the MA(Ed) programme. This research will give a case study on one of the modules Strategic Leadership, Operational Management. The research is well underway and is entitled Capturing Impact should we do better? As part of our development of academics and practitioners the SoTE is also working collaboratively to establish two further research centres within the University. In addition to our Centre for Mathematics Education centres for educational leadership and management and inclusion will be set up. The proposals for these virtual centres include the notion of students from our MA / PPD funded programmes working alongside academic staff. Hay Education has already expressed an interest in becoming part of our leadership and management centre. Some of the initial research undertaken by this centre will relate to impact. In 2005-6 all partners were invited to attend a conference organised by Chichester University related to Special Educational Needs (SEN). Members of West Sussex LA present workshops alongside members of our academic staff. In 2006-7 two conferences are planned related to Leadership and Management and SEN. The Leadership and Management Conference will include the presentation of student dissertation work alongside members of academic staff and again members of LA staff. It is our intention during 2006-7 to involve PPD students and LA staff in a symposium at research conferences such as BERA and ICSEI. Particular attention needs to be drawn to: From our MA(Ed) programme In 2006/7 the development of the MA(Ed) means that it is being delivered at a number of off-site venues in collaboration with: NCSL for NPQICL, VSC, Winchester diocese, individual schools and with Greenwich LA, and it is hoped that collaborative funding will allow for further links to be forged. A specialist PG Certificate is run in conjunction with West Sussex LA: Language across the National Curriculum: Support for Bilingual Pupils in School. Internationalisation of programme is also underway with a new module developed and approved: Comparative International Perspectives in Education, with courses envisaged in Singapore, Mombassa, Pakistan and China. This will widen all participants knowledge and understanding in working within an international learning community. From our MA(Mathematics Education) programme, links with LAs to provide Assessment for Learning and intervention in mathematics: strengthening feedback to raise achievement Hampshire LA The Mathematics Classroom and Curriculum, Manor Field Primary School Cohort - West Sussex LA Assessment for learning in mathematics - London Borough of Bromley Motivation and Relevance in the 14 19 Mathematics Curriculum - West Sussex LA Developing ICT in the Mathematics Classroom - West Sussex LA Assessment for learning and intervention in mathematics - West Sussex LA Assessment for learning in mathematics - Essex LA Much time and effort has been spent on the above activities, strong partnerships have been formed over the year. Now is the time to use these partnerships to co-ordinate specific discussions about impact on individuals, within learning spaces and across schools.  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 Short paper to go alongside our 2005-6 Summary of Impact Evaluation Report Dr Coleen Jackson, Head of CPD, Chichester University Understanding impact and the Chichester model of delivering PPD Our understanding of impact relates to change management processes and is underpinned by the findings of seminal work on impact. Over this first year of the triennial funding period we have begin our initial study on impact with our postgraduate participants. We have a variety of delivery models for example modules taught up to 30 hours and over a possible ten week period to four separate days over the period of two terms. During the module the tutor collects formative data and all participants at the end of the module complete a summative evaluative form. To support our impact led research we have amended our evaluation forms to include questions on impact, this has been informed by previous research with NCSL (Jackson, 2004) and other TTA and TDA research evidence (Cordingley et al., 2005; TTA, 2003a; TTA 2003b; TDA 2005). At the end of each module we acknowledge the data collected mainly relates to intended impact, in some instances it has led to the implementation of policies or new structures. There is an acceptance in the postgraduate teaching team that this is the first stage in any study of impact and our intention is to track individuals over a longer period of time. The length of time students are given for the dissertation stage has been increased and allows for a more in depth approach to research and change. Students at this stage will have participated in six twenty-credit modules. On completion of their MA they will have written over forty thousand words and introduced or explored five new initiatives in their school. The nature of their impact could be quite localised and personal or it could have had a much greater impact on the school as a whole. A significant wealth of material is now in place to inform thinking when designing postgraduate professional development provision (Hastler, 2003; Ofsted; 2004, Ofsted, 2006; CPD Update, 2006. Many have reported encouraging comments about the extent of the impact made by the University sector. This factor alone demands the sector maintains its position to provide a service that can impact on professional lives, student achievement and enhancement and the wider education sector. In adopting an impact led research process for our MA programmes we were implementing the Harland and Kinders (1997) model. Their framework for all accredited CPD consists of a typology of INSET outcomes and design process issues to ensure: A degree of teacher initiation, ownership and control; Forms of provision, set in various contexts; CPD activities based on different epistemologies; and, Different models of managing and implementing the change process. At Chichester we have created MA programmes where teachers have a maximum amount of choice to specialise. For example, our MA (Ed) has a generic pathway and three specialist pathways: Leadership and management; Inclusion; and Curriculum. Our range of fifty modules within the MA(Ed) allows investigation for different models of managing and implementing the change process within the overall programme. The pathways also allow for impact to be more prominent in a specific area of the school which should make any impact more focused and possibly easier to identify and track over a period of time. In our MA Mathematics participants are given the opportunity to study generic and specialised module and work within our internationally renowned Centre for Mathematics Education. As already mentioned we have different models of delivery, which also incorporates models that are negotiated by Local Authorities or schools. Both our MA programmes use different time frames to capture the varying needs of our participants, these include: twilight evenings, Saturday sessions, 24 hour slots and whole or half day weekday sessions. Over time we have noticed the difficulty of teachers being able to have day release to support their professional development. Offering different forms of provision has increased the number of teachers taking part in our programmes and enabled better access for students in attending on a regular basis, thereby completing modules or the entire MA. Within our programme we offer activities based on different epistemologies to give diversity and breadth in our approach. In addition different approaches to change and impact are discussed with participants to support them as they move from the social space of learning to the social place of practice (Reeves, 2003). To further support our programme design the 2003 TTA Soulsby and Swain Postgraduate provision review maintained that the evidence of impact upon schools is more probable when the following conditions are present: The head takes a personal interest and takes account of the training in performance management. A significant number of staff are involved in the longer-term CPD projects and outcomes are evaluated and disseminated. The provision is both intellectually stretching and focused on practice. Assignments are flexible enough in form and content to enable teachers to engage with issues which are relevant to them and their schools. (annex 37) Chichester University has attempted to incorporate these findings in our work we encourage teachers to use their headteacher as a referee when making their application. Increasingly we have worked with partnership schools thereby having a significant number of staff within the school undertaking CPD together or in some instances the headteacher and two or three staff have attended modules together on campus. In both these instances it has led to a more effective model of dissemination of their research and activities. The involvement of the headteacher is critical (Jackson, 2004). From other research it is shown that Headteachers and School Leaders do make a difference (Hallinger and Heck, 1999, Bell et al, 2003) including creating the right conditions for new learning to be incorporated by teachers who have attended any professional development (Sillins and Mulford, 2002) . The popularity of our modules is due to the relevance to practice for the teachers, as noted by our external examiners and the creativeness of our module titles. Whilst they are focused on practice they allow for individuals to explore academic research, discuss with other practitioners and take their thoughts into practice. This allows for new knowledge to be created by the community of learners created within the programme and for grounded theory to be formed. To enhance our provision we have reintroduced the notion of regular conferences held at Chichester University related to our MA specialisms. The conferences include the opportunity for students to present their work to a wider audience alongside outside speakers with a national and international reputation. These conferences have directly involved our stakeholders Local Authorities and Schools in the development and delivery. To disseminate student participant work the use of our virtual learning environment has been put to effective use. Numerous examples can be found on our website of participants work in Mathematics Education. Another new feature we are in the process of creating is research and scholarly activity centres incorporating staff, students and partners. We already have an active Centre for Mathematics Education and this will be joined by three other Centres relating to our MA (Ed) pathways. Students will be able to join a centre of their choice. Our Leadership and Management Centre has already gained interest from HayMcBer who wish to work alongside us as we develop this virtual centre and create opportunities for students and staff to develop their research skills, and share their research thereby giving further opportunity to disseminate work and discuss impact. Whilst our assignments are relevant we are looking to develop this area further by looking at different modes of assessment to support the practitioner as a learner. Alongside this we are considering how we can further support participants in writing for an academic audience as required for postgraduate study. In 2006-7 we have planned lecturer sessions to develop assessment and scaffolding for our participants. Chichester University has worked hard to ensure that our postgraduate provision is creative, flexible and relevant to the changing demands of those working within the education and inter-related sectors. As an institution we are concerned that we make a difference to individuals and their related institutions. Capturing the information to assess our impact on the profession is viewed as developmental and going beyond the collection of statistical information. This takes time to design appropriate research and data collection techniques and to this end we are indebted to the additional money from the TDA for this triennial funding period. References Bell, L., Bolam, R. and Cubillo, L. (2003) Developing Educational Leadership: Using Evidence for Policy and Practice. London: Sage Publications Cordingley, P., Bell, M., Evans, D. and Firth, A. (2005) The impact of collaborative CPD on classroom teaching and learning. What do teacher impact data tell us about collaborative CPD? In Research Evidence in Education Library. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London. CPD Update (2006) Ofsteds recommendations for effective CPD in CPD Update. November 2006 Hallinger, P. and Heck, R. (1999) Can leadership enhance school effectiveness? In Bush,T., Bell, L., Bolam, R. Glatter, R. and Ribbins, P. (eds) (1999) Educational Management: Redefining Theory, Policy and Practice. London: Paul Chapman Publishing Ltd Harland, J. and Kinder, K. (1997) Teachers continuing professional development: framing a model of outcomes in British Journal of In-service Education, 23,1,71-84. Hastler,D., McNamara,O., Jarvis, j., Londra, M. and Campbell, A. in conjunction with the Johnn Howson Data Services (2003) Teachers Perceptions of Continuing Professional Development. HMSO, DfES Research Report 429. Jackson, C.R. (2004) Evaluation of the Leading Edge Seminars. Nottingham: NCSL Ofsted (2004) Making a difference: The impact of award bearing in-service training on school improvement. HMI 1765 ( HYPERLINK "http://www.ofsted.gove.uk/publications/index.cfm?fuseaction=pubs.summary&id=3493" http://www.ofsted.gove.uk/publications/index.cfm?fuseaction=pubs.summary&id=3493 ) Ofsted (2006) The Logical Chain. London: HMSO Reeves, J. (2003) CPD and Social Spaces. IPDA Annual Conference, Birmingham. Sillins, H.C. and Mulford, W. (2002) Leadership and School Results in Leithwood, K. and Hallinger, P. (eds) Second International Handbook of Educational Leadership and Administration. London: Kluwer Academic Publishers TTA (2003a) A report in the award-bearing INSET scheme. Soulsby and Swain Report. ( HYPERLINK "http://www.teacherner.gov.uk/docback/index.cfm?id=4129" www.teacherner.gov.uk/docback/index.cfm?id=4129 ) TTA (2003b) EPPI Review How does collaborative continuing professional development (CPD) for teachers for the 5-16 age range affect teaching and learning? Evidence for Policy and Practice Information and Co-ordinating Centre. London: HMSO TDA (2005) A review of Research and Evaluation to Inform the Development of the Postgraduate Professional Development Programme. Robinson, C. and Sebba, J.) ( HYPERLINK "http://www.tda.gov.uk/partners/ppd/reports.aspx" http://www.tda.gov.uk/partners/ppd/reports.aspx ) Appendix 2 Chichester University School of Teacher Education Scoping Impact Research and collaboration Project Project Team: Dr Coleen R. Jackson (Head of CPD), Cherry Osbourne-Brown (Project Co-ordinator), Dr Chris Luck (Co-ordinator MA Education), Alison Clark-Wilson (Co-ordinator Mathematics Education) Purpose: The purpose of the impact research project is to ascertain improvements in: The participants professional expertise, knowledge and confidence; The expertise, knowledge and confidence of colleagues; The quality of teaching and learning; The performance achieved by children in lessons and national tests and examinations; School students attitudes to teaching and learning in the subject area. Leadership and management Culture of the school Alongside the work on impact time will be spent in developing specific partnerships within the strategic collaborations to increase the number of MA participants in 2006-7 and 2007-8. Impact research posts: The TDA funds for impact and collaboration have been distributed in the following way: Attendance at collaboration meetings with West Sussex Professional Learning Academy and Southern Partnership by Honor Williams (Head of Teacher Education), Dr Coleen Jackson (Head of CPD). Impact meetings within Chichester Dr Coleen Jackson. Dr Chris Luck (MAEd) and Alison Clark-Wilson (MA Mathematics. The CPD Projects Manager will have 0.4 of their post to undertake the impact research and support collaboration initiatives from the Autumn of 2006 until the end of the project in 2008. This post will co-ordinate the impact research, assist in the attendance at collaboration meetings and support the Head of CPD in securing more MA students within the programmes. Requirements and outcomes from posts The CPD Projects Manager will work with the Head of CPD, MA(Ed) and MA (Mathematics) co-ordinators to fully scope the research using the Training and Development Agency (TDA) requirements and agree the format of any report presentation material. Quantitative elements data collection on participants using existing material available from MA administrators; analysis of student module evaluations; analysis of tutor module evaluations; analysis of modules to ensure impact is integral to learning intentions and assessment outcomes; questionnaire survey of all students to capture initial impact intentions questionnaire survey of selected students to capture more long-term information. Qualitative elements follow-up interviews (Face to face, telephone) focus groups with participants, their employers and other stakeholders (e.g. Local Authority). To fully log all activity To provide regular updates on activities and outcomes, making suggestions and recommendations regarding the development of the MA programmes To support the development of an EdD programme to allow for student progression alongside preparation for future TDA bids Provision and presentation of data in a format suitable to be inserted into an annual report for the TDA. To assist in the drafting of the annual reports which will include a literature review of change and impact theory. Support the writing of research papers related to the project and attend professional conferences to disseminate findings from our research project. 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