ࡱ> q` %pbjbjqPqP 4::g%2222222F'''8F''Flh(("(((***xkzkzkzkzkzkzk$mhok2_.**_._.k22((4k*Q4Q4Q4_.2(2(xkQ4_.xkQ4Q4cX22g(( ^ :'1$8e(lj k<l`eop32opPggop2hl**|Q40+d+***kk3j***l_._._._.FFF %DFFF%FFF222222 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. Lead provider name: University of Derby Report author: Dr Julia Ibbotson 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 MA Education: PPD (generic and specific pathways) offers a range of modules from which participants may choose or which may be negotiated with each partner school for staff group delivery (tailor-made provision). The core module is Evidence based Practice (research methods) which supports all other modules in engagement in research (normally action research) within participants own practice in the workplace. Four learning outcomes are common to all modules: these are engaging with and critiquing the relevant literature and theories underpinning the topic; exploring the implications of these for practice; undertaking research based on own practice with the intention of introducing improvement strategies; and engaging in the dissemination of the learning focused on school improvement. In all of the modules dissemination takes the form of either a presentation to the group during the course, presentation to home school staff groups, preparation of a report (for example for school governors) or publication. Models of delivery are as follows: delivery to a home group of participants from a range of schools and in many cases cross-phase (apart from subject specialist modules) at the universitys main site delivery within partnered collaborative work with an individual school staff group, partly by accredited lecturers from the host school and partly by university tutors delivery by university tutors within partnered collaboration with a school staff group delivery in partnered collaboration with accredited lecturers from LAs delivery by e-learning for those students unable to access face-to-face groups Objectives identified in our application were: Supporting the development of individual teachers from both a theoretical and applied perspective, especially focusing on the new teacher in the first five years of their career. Focusing on both generic and subject specific areas of knowledge and pedagogy Encouraging schools to support several participants thus enabling collaborative learning through action research, working on school-based projects, to enhance pupil learning experiences, professional development and school improvement Encouraging creative approaches to learning and teaching strategies and a knowledge and understanding of barriers to learning, thus enhancing learners experiences. Working with schools and local authorities as stakeholders to address the needs of the school improvement plan. Impact and achievement of the programme (all evidence available on file): Evidence collected includes: Module evaluation questionnaires and other feedback, completed by all students at the end of each module Illustrative evidence from assignments: research reports, action plans, evaluations, completed within a term of the end of each module, to allow for field research Surveys/questionnaires from students at the end of each module and from CPD coordinators/SMT at regular intervals Interviews with a sample of students and with SMT of all partnership schools Minutes/notes from support meetings with CPD coordinators/SMT Minutes from stakeholders meeting, eg Steering group and partnership meetings Known action research and other research projects in schools Data on recruitment patterns Data on submission and completion rates Formation of new partnerships and collaborations External examiners reports Internal monitoring reports, eg module reports, programme reports Quantitative findings are summarised below: Staff participation and engagement: The new programme has increased the participation of NQTs from 5 to 15 (300%) from AY 0405 to 0506, and of teachers in the early stages of their career by nearly 100%. These figures are projected to increase through AY 0607. Recruitment of young teachers in the 21-25 age bracket has risen by over 20% from AY 0405 to 0506; and in the 25-30 group by over 13%, marking a redistribution from the 30+ age group (88% in 0405 to 54% 0506). The latter still forms the largest single group at 54% but u-30s now represent 46% of all participants. Overall, the number of participants on the programme has risen from 0405 by 71.21% in 0506. The retention rate stands at 95.82% for 0506 with an additional 1.79% intercalations, with only 1.7% withdrawals. It must be added that we have students coming back to us after a period of time even after withdrawal. The nature of the student group is such that professional and personal commitments at times are overwhelming for them. However, the engagement of students is evidenced by the tasks and activities the students have participated in during the course of the module (98.5% of students), and by the submission rate (85%). Please note that these figures show the data we have at present; it is not possible to collate all data yet by the nature of the rolling programme we deliver. Benefits to personal and professional development There have been a substantial number of promoted posts gained by participants in the programme either within their schools or in new appointments elsewhere. Although it would be impossible to claim a direct causal link between programme and career development the incidence is statistically significant: for example, in one school alone with 20 participants, over 50% have gained promotions internally and externally and 100% of the staff with more than one years experience of the MA PPD programme have secured promoted posts. Impact on practice/collaborative learning A major focus for the programme is to promote practitioner research. All participants have been engaged in research within their own schools, most of these being action research projects which have reported and documented outcomes involving improvement of practice and enhancement of learner experience. We have a portfolio of documented research projects to evidence this work. They include: an investigation into teaching and learning strategies within the humanities department of a large inner-city secondary school; an action research project on the integration of cooperative group (inductive method) work in yr 5 and 6 science; an investigation into strategies for use with a year 10 art class with pupils with challenging behaviour; an action research project on parental understanding of and support for primary maths. Research projects all involve evaluations of impact and action planning for change. All the modules focus on either subject specific knowledge and pedagogies, eg developing the skills of the subject specialist (English, Mathematics, Science, and ICT all cross-phase, primary French), or generic modules which are then applied through enquiry based learning and action research to subject specific pedagogies, eg. subject leadership, aspiring leaders, advanced professional practitioner, principles of leadership and management, as well as modules on behaviour management and learner engagement. All modules focus on developing a greater understanding of leadership and management issues, whether on a classroom teacher basis or on a whole school leadership basis, on the principle that all teachers are leaders and managers. All modules aim to model good teaching practices, enhance pupil engagement and performance, and encourage further understanding of individual learning needs. Pupil learning and performance The programme has developed five school based staff groups for collaborative learning which has succeeded in enhancing pupil learning experiences and data shows significantly raised pupil achievement. One of our partner schools comments that with PPD in place the school has achieved its best results ever (in external examinations) with KS3 results up by 10-12%, KS4 up by at least 10% from 2004, and A2 results up by 9%. The pupil learning experience is addressed in all our modules; we focus on pedagogy, improving practice in the classroom, and action research projects using intervention strategies for improvement. All focus on a creative approach to teaching and learning strategies. Evidence of impact and of needs to address and incorporate in to the programme was collected through programme data collection, research reports, action plans and evaluations which are fundamental to our module structures; module/programme evaluation questionnaires; survey feedback from students; consultation meetings and interviews with partners (regional schools, local authorities); data provided by partners; stakeholders meetings; known ongoing research projects in schools; module reports; external examiners reports; internal monitoring reports. Content analysis, both with ICT tools and manual tools for coding, was used to analyse surveys and semi-structured interviews. We have evidence of pupils perceptions through the pupil voice demonstrated in research reported in participants action research (pupil questionnaires, interviews, focus groups, attached as appendices to submissions). Collaborative partnerships: Our collaborations with schools, local authorities and other stakeholders to generate tailor-made provision for school improvement have expanded from three partner schools to five strong partnerships which encapsulate rolling programmes for their staff groups, from two LAs to four, and additionally two other new stakeholder organisational partnerships which are in development (GOEM, parent partnership). We are now working more closely with NCSL, and, in development, with GTCe/TLA. We are also working closely with NTRP and the EMPPD consortium. Additionally, we collaborate at a less formal level with a wide range of regional schools in both the primary and secondary phases in the independent and state sectors in our home university based provision in which we bring together teacher learners from different schools into one class group.  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? As evidenced above (Q1) our original objectives were realistic and we have strengthened the existing Masters programme in terms of both recruitment and retention, and also quality, impact and relevance. Evidence from student surveys and stakeholders reports show an enthusiasm for our provision and for its flexibility to meet the needs of our customers. The simplification and clarification of our objectives in terms of intended outcomes is as follows: We are intending to achieve a student group with: Improved knowledge and understanding Improved practice Improved research and problem-solving competence (enhanced professional competence) Improved pupil performance in behaviour, engagement, and attainment Improved participation: greater involvement in CPD, dissemination, recruitment/retention/completion These are evidenced by the assignments submitted for assessment at Masters level, action plans, surveys of students and their schools management team, pupil achievement in key tests, improvements in reported (subjective, interpretative data) and hard (objective, numerical) data on behaviour and engagement in class, university data on participation, engagement and achievement of students on the programme. Internal research by the programme team to collect and analyse qualitative data on evidence of impact is ongoing as follows: Planning for impact from the start (assignments based on research projects) Providing an enquiry-based programme, supporting research projects in the workplace focused on improving practice and on school improvement Impact evaluation surveys (student and school management) Six monthly follow-up of impact surveys Impact discussions with school group CPD coordinators (interviews) Work with SMT/CPD coordinators on needs, impact, exploring SIP, addressing of SEF completion (consultative) Interviews (semi-structured) with students and SMT/CPD coordinators Focus groups: students, LAs, CPD coordinators Feedback from partners: steering group, stakeholder meetings, annual review meeting Assignment evidence (research projects, action plans, evaluations, dissemination reports) Feedback from student surveys analysed to date include positive responses to impact on performance (100%), collaborative work arising from the programme (50%), improved team performance (95%), school improvements (50%), pupils performance (100%), improvement in own knowledge and understanding of subject/issues/pedagogy (100%). We do need to bear in mind the perception of the teacher of impact on school improvement may be limited, especially for younger teachers not in management roles (all evidence available on file). Qualitative data analysed to date is indicated and exemplified below: Participants comments across schools constitute three main areas: Firstly, those on concerned with becoming a more reflective practitioner: it (the course) made me more critical and reflective of my own pedagogical approaches, the assignment has given me the chance to explore subject pedagogy surrounding the needs of the more able and to embed some of these ideas within my own practice. Secondly, are comments focused on improvements in practice: it has had a positive impact on teaching, lesson planning, identification of gifted and talented pupils.; I feel better able to lead my staff in this area of development. Thirdly, are comments on personal development and emotional intelligence, for example: it made me feel like I did when I first started teaching (a teacher with 20 years experience), and it (the class) is very stimulating I leave the class with a buzz. Comments from senior management in collaborative partner schools could be analysed into three groups: Firstly, those concerned with the enhancement of the school community of practice for example: it has unified the staff group, (it is) a significant vehicle for the empowerment of teachers and the creation of a learning community, (the collaboration) contributes in a major way to the development of a professional voice within the school, (the programme development) is fundamental to our initiatives and specifically the partnership with this university is characterised by a willingness to engage, flexibility and a real partnership: the university has stayed within the values and spirit of MA PPD but without ignoring the specific context of the school and it has led to a dynamic learning environment. Secondly, those comments focused on the meeting of school needs, for instance: it is improving the teaching and learning within the school, it is improving staffing and the maintenance of staffing, it has helped to raise the profile of issues on our SEF, and the major focus for our SIP for the next two years is pupil engagement and the module offered suits our needs in this area. Thirdly, are comments concerned with school improvements, for example: it is cascading learning from the group to all staff, we expect that those participating will make a significant contribution to the schools development in the next 2-3 years, Since engaging on MA PPD work with the university we have seen improved results across the board. One deputy headteacher commented that reasons underlying improvements include (the staffs) application of academic underpinning, a higher level of independent thought (by teachers), their new analytical tools for leadership. A summary of highest occurring comments on the impact of the programme as reported by teachers and CPD coordinators in reports, surveys and interviews is as follows: Improved subject/process knowledge base Greater confidence and enhanced belief in teachers own power to affect pupils learning Greater reflection on practice Greater understanding of and enthusiasm for collaborative working Greater commitment to changing and improving practice Improved motivation, engagement and achievement of pupils The external examiners reports have included comments: The evidence of the first year of the new programme is that it was well designed and is capable of bringing meaning to the professional lives of teachers and related professionals I am very happy with the standards set and applied in Derby 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? Following evaluation, all objectives are ongoing, but due to an assessment of need and current local and regional demand, collaborative working with workplace bases (mainly, school staff groups) has become a priority for the partnership. This initiative has been well received by regional and local schools and our consultative work in this area has produced growth in this provision. We are expanding this provision and our capacity to meet this demand over the current and following academic year. An increase in the establishment of school staff groups is founded upon strong principles of peer support, dissemination within the school team as well as with external partners, a strengthening of knowledge and understanding of change management within the school, and the embedding of expert peer groups over a range of school priorities. We are looking to strengthen the provision of subject knowledge and pedagogies through partnership with subject associations and subject consultants. We are already working with CILT (MFL) for the further development of our primary French module. Collaboration in Mathematics is being developed through a DFES funded project within the university and also through partnership with ATM local branch. We have existing partnership with ASE which we are further developing via the Chair who is KS3/4 consultant for Derby City LA, another of our partners. We also have a partnership which is being developed with NATE (with UKLA and EA). Although face-to-face teaching is our priority we are now developing our provision of e-learning modules, outreach groups and video conferencing this academic year in order to extend access to the 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? It is problematical to assume causal relationships but the impact on pupil performance reported by partner schools in terms of improved test results at different key stages was unexpected in terms of its magnitude (see Q1). Additionally, improvement in pupils behaviour, engagement, motivation and participation in lessons was reported more extensively than expected. More research needs to be undertaken in this area in all our partner schools, but it is a promising direction. We also intend to research into pupils perceptions in the light of this in order to gain a firmer understanding of the pupil perspective and to hear the pupil voice. Further analysis of pupils perceptions reflected in responses quoted in students assignments, for example pupil questionnaires and interviews, will be undertaken as a priority AY 0607, and the use of interviews and focus groups will be examined. Areas identified in Q3 (reprioritisation) are based on identifications from our impact studies. Emerging evidence from surveys and interviews suggests that there are key factors in the development of successful PPD partnerships with schools: The extent of SMT involvement in the programme partnership The organisational culture/community of practice values of the school The school managers skills in identifying needs, especially those of the individual The school managers skills in evaluating impact The effectiveness of the school managers tools for identifying cost effectiveness of the programme The effective use of coaching and mentoring in CPD within the school, for maximum impact on staffing In this we are reflecting conclusions found in Ofsted (2006) The Logical Chain: continuing professional development in effective schools.  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. See Q3. Additionally we have worked closely with TDA to amend individual modules from the original bid which we identified as not meeting current needs 0506 ( for example, Incorporating individual learning styles has been replaced by Managing Learner Engagement) and adding others within the global bid which did meet current needs (for example, Advanced Professional Practitioner). This has been an ongoing process of evaluation and review and has been agreed with TDA. Provision for individual school staff groups has been expanded as a result of the evaluation as outlined in Q1 and 3. Collaborative partnerships with regional LAs (Leicestershire and Nottinghamshire) for the development of courses on developing the skills of the teacher of vocational subjects, a developing area of need. The introduction of level 7 modules within the PGCE programme is in progress with the target first phase introduction in September 2007. This will strengthen and widen participation and partnerships with local/regional schools and lead on to the NQT module; the focus will be on subject knowledge, pedagogy and evidence-based practice. Provision of e-learning and distance learning has been expanded and developed as a result of the evaluation (see Q3). Subject knowledge and pedagogy is being strengthened following the evaluation process, as is partnership with subject bodies and external partners (see Q3). Further collaborative partnership is planned with NCSL, through EMLC, with regard to the new NCSL programme, Leadership Pathways. The SEN pathway has been added to the programmes delivery and Assessment for Learning has become a significant part of the Learner Engagement module. A new module, Principles of Leadership and Management has been added to the home and school-based delivery with the aim of addressing the extended school, Every Child Matters and remodelling agenda. The Behaviour Management module has also been extended. We intend to further the development of focus groups of participants and school managers/CPD coordinators for feedback during this AY 0607, and extending the membership of the Steering Group and annual review panel. 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?  We have been able to fund a Partnership Administrator who supports the PPD programme and acts as our Advocate. She has been active in all administrative work with partners in our bid and also furthering marketing, student induction, maintaining data on promotional activities and feedback, and supporting the partnership meetings, including the Steering Group. Partnership with LAs, especially the collaborative partnership with Leicestershire and Nottinghamshire for developing the skills of the teacher of vocational subjects. It has enabled us to create partnerships with school staff groups at a cost effective rate for staff development budgets It has enabled us to widen participation by subsidising fees for the MA Education programme It is enabling us to expand and strengthen specialist pathways However, We would like to be able to fund impact research, and conferences and CPD events at the University of Derby for dissemination of good practice and for advancing teaching and learning collaborative partnerships. I would like to propose that we absorb excess funding for these purposes and that for the next triennial bid there is provision for this.  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