ࡱ> q` FbjbjqPqP 4::> &&&8V& 'Oh'('''')));O=O=O=O=O=O=O$DQhSaO(,))(,(,aO''4vO*000(,'';O0(,;O00IK'' 聾E&.{J/N O<OJ\2T/2T0KK2TL,))h0*Td*)))aOaOT0p)))O(,(,(,(,$ 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 Greenwich, School of Education and Training  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 articulated in criteria 2- 7are addressed in a range of ways, specifically within: i. the initial induction to Masters students, making explicit the key principles of the teacher as a reflective practitioner and the teacher as a researcher and how these are expressed through impact on learning and the quality of the pupil experience and raising achievement; ii. making explicit how i. translates into the assignments that are produced and specifically articulated within the reflection on impact statement within the Research Project; iii. the stated aims of the Masters course descriptions specifically: Educational Research Project; Institutional Effectiveness and Improvement; Strategic management, Leadership and Change; Managing People; Independent study); iv. the EdD courses titled: Learning and Teaching; Curriculum Development; Strategic Leadership and Management; Preliminary Investigation; v. The theme of teacher research and the impact on the learning experience on the child in terms of: achievement, pupils view themselves as a learner, confidence and self esteem has been constant throughout the lectures, discussions and tutorials that take place with teachers on PPD programmes. This has been evidenced in the assignments that students have produced and have been scrutinized by the Pathway Leader, Head of Educational Leadership and Development and the External Examiner, the quality and educational value of which have been evidenced in his annual report to the University. As a measure of impact, teachers have been encouraged to disseminate their research and findings to their colleagues (departmental, whole school and the governing body). In the case of the Research Projects, additionally to their local authority. vi. Teachers on the Doctoral programme are required to publish their research both prior to reaching the Thesis stage and on completion of their Thesis. During the period 2004-2006, over 60 formal disseminations and papers have been presented at a number of conferences and published in a range of peer reviewed Journals including,(the International Journal of Knowledge, Culture and Change; Journal of the European Teacher Education Network (JETEN); A Vision of European Teaching and Learning- Perspectives on the new role of the Teacher (Learning Teacher Socrates funded European project); Forum, DATA, NCSL. The aim has been not only to develop critically reflective practitioners and researchers who are able to demonstrate the impact of research and theory on changing and developing classroom and whole school practice, but also to bring their research to the attention of a wider national, European and International audience. A full record is available. vi. Since October 2006, selected research projects have been published in a newly created peer reviewed journal Journal of Partnership and Professional Development (JPPD) which aims to showcase the work of teachers working on PPD programmes in collaboration and partnership with the University of Greenwich and which demonstrate the core themes set out in section i. above. 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? The original objectives stated in criteria 2-7were realistic, since all effort was made to embed them within practice and are stated as such within the validation documentation; are emphasised at Induction and throughout the Masters and Doctoral programmes. Further, interviews with school and local authority partnership coordinators have confirmed the effectiveness of the partnership in enabling teachers on the programmes to achieve the objectives set. Interviews with individual teachers themselves on completion of the final assignment (Educational Research Project) together with unsolicited e-mails, have confirmed both the professional and personal appropriateness of the objectives. This has been evidenced in their views on how the objectives have impacted on: classroom practice; school improvement; their changing view of themselves as expert practitioners; their reappraisal of their role in school and their proactive stance to their continued professional development (evidenced in their completion of programmes such as Leading from the Middle, NPQH and increasingly, academic progression onto taught Doctoral programmes) and promotion both internally and from their schools to posts of increased seniority.  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?  All objectives are ongoing, however there has been a refocusing on the teacher as a reflective practitioner and the teacher as a researcher within the Masters programme. Although there has always been a strong encouragement for teachers on the Masters programme to disseminate their research and findings, this has historically left up to the individual. Over the past year, it was felt that this was too ad-hoc and that teachers with valuable research to disseminate were only disseminating their findings at a local level. On deeper investigation it was identified that teachers lacked the confidence and skills to publish, that the process was un-chartered territory and that it was potentially a time intensive exercise which they had to complete on their own as this expertise and experience was often lacking in schools. As a consequence of this and discussions with partner schools and local authorities and teachers involved in post graduate programmes, a peer reviewed journal, the Journal of Partnership and Professional Development (JPPD) ISSN 1571-8237, has been created specifically to showcase the work of teachers involved in PPD. The issue of lack of professional precedent and experience has been addressed by the development of a specific guidance entitled Publishing Your Research which has been integrated into the Masters Research Project course. From January 2007, all students will receive specific guidance and support in editing their Educational Research Project on completion and identifying appropriate journals and conferences for the wider dissemination of their research.  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? The major area of impact that had not been fully realised was that on that the individual themselves. Although as a team we had always been aware through anecdotal feedback that engagement in postgraduate professional development had made a difference to the individuals involved, we had not realised the extent and powerfulness of the impact. Evidence has been collected through exit interviews with completing students, course and programme focus group evaluations and unsolicited e-mails, and the rise in the number of students who on completion of the Masters chose to progress onto Doctoral level study. Individuals at the end of the programmes of study have reported on the impact that engagement in the Masters programme has had on them both professionally and personally. A number of themes emerge from their feedback: i. Getting their professional lives back in their control, feelings of being re-energised; ii. Professional confidence amongst their peers: I have found the confidence to contradict or support educational practice that I feel strongly about, where in the past I would have just let it go because I wouldnt have had the theory or the evidence to back it up - only my subjective views; Moving on and changing jobs: taking further professional responsibility into deputy headship and headship, and continuing onto Doctoral study, reporting that it was having the MA that did it; encouraging colleagues to engage in Masters programmes. Extending their understanding of education into a European and international arena. Teachers have reported a greater willingness to look at practice further a-field such as within Europe, evidenced in their interest in joining European partnerships, engage in British Council funded trips to other countries to look at educational practice, and their willingness to share and disseminate their research findings to colleagues in European collaborations and partnerships. 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 change that have arisen from the evaluation in Q4, is focused on working on creating a coherent Learning Network where partners are in communication with one another, so creating a forum for education discussion, the sharing of experience and creating opportunities where research that informs practice is shared with colleagues. The emphasis is on the Teacher as a creator of knowledge moving away from the notion of the teacher as a passive implementer of other peoples knowledge. As a consequence there will be an increased focus on dissemination and publication, ensuring that research and findings are disseminated to home and European teachers. Home teachers will be encouraged to explore opportunities for European collaboration through for example, the Learning Teacher network, the next conference of which will be held in Eastbourne in September 2007. Opportunities for European collaboration and funding opportunities will form one of the foci for the next annual Partnership conference. Creative responses to curriculum and pedagogy will continue to be explored. An interesting example of cross-curricular collaboration is the Greenwich Astronomy Project (GAP). This involves 2 secondary schools, a Royal Greenwich Observatory professional research astronomer and the University of Greenwich, and focuses on astronomy in the curriculum, involving both in teaching in school and study days at the Observatory. The collaboration is now about to enter the second phase with the additional involvement of 6 feeder primary schools. There has been great interest from our home and wider European partnership group since the publication of an article on the initial experience entitled Are We There Yet? the Learning Teacher publication A Vision of European Teaching and Learning which has been widely circulated to all European and home partners.  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? The activities in which the team have been engaged have been invaluable in promoting partnership and collaboration, central to which have been the teams responsiveness, good communication, frequent visits to schools and local authorities and support of partners at a range of levels. i. A range of activities have taken place with partners, the Masters programme Leader and the Head of Educational, Leadership and Development, which have been focused on collaboration, establishing networks, partnerships, developing awards where partner schools or local authorities act as the hub for delivery, Accreditation arrangements, developing home school and LA and European partner networks, and school projects such as the Greenwich Astronomy Project. Activities have ranged from participating in whole school staff meetings; local authority conferences such as that organised for NW Kent by Kent Advisory Service focused on the changing nature of leadership within a culture of collaboration; providing Accreditation for Speech, Language and Communication courses as part of progression route for Sutton SEN teachers; working with Essex to develop teachers at the outset of their careers building on their Induction Portfolio; working with Medway EYs team to develop early years advisory staff and practitioners; meeting to support individual members of staff at the request of partner schools or attending out of hours school functions and award evenings. During the period 2005-2006 this has resulted in the teams engagement in 160 meetings (540 hours); in addition to the face to face meetings, there has been substantial e-mail correspondence between the team and the partners within whom we are in collaboration. ii. Partnership conference (July 2006) - this has helped to identify focus areas for 2006-7, specifically, workforce remodelling, gifted and talented education, multi-agency working and research in schools. iii. Creating and publishing the Journal of Partnership and Professional Development (October 2006) and dissemination of 1,000 copies throughout our partner network. It aims to raise the profile of teachers as researchers contributing to the profession through the publication of their work. This journal will be published annually and its impact closely monitored.  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      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{&gdogdogdhBQFF  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 $Ifgd:ggd I & FEƀ{&gdo  9DG5\au Ĺį⛑{pehEc5OJQJ^Jh&Yb5OJQJ^Jh[5OJQJ^JhjJ5OJQJ^JhjJOJQJ^Jh}pOJQJ^JhEcOJQJ^Jh{LOJQJ^Jh:g5OJQJ^Jh:gOJQJ^Jh(v:OJQJ^Jh:OJQJ^JhIOJQJ^Jh OJQJ^Jh&YbOJQJ^J#'/^8N & F$Eƀ{&IfgdS@$ $$Ifa$ $IfgdyekdF!$$Ifl#F$ 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