ࡱ> q` MbjbjqPqP .::E ^^^^f#f#f#8#t$Th$$$$$%%%dSfSfSfSfSfSfS$mUhWS'%%''S^^$$4S*,,,'^8$$dS,'dS,,R|N\Q$$ 4V?f#*pORS<TO[XV+p[X<\Q[X\Q4%0&",@&\&8%%%SS+X%%%T''''f#f#^^^^^^ Impact Evaluation 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 the end of 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 the 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 Please note that we are interested in how you have evaluated impact, what conclusions it has led to and how it will inform your future provision. We will not use this information to make judgements which affect funding. Guidance All references to objectives refer to the objectives identified in the original 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 we are commissioning an external evaluation of the programme which may involve further discussion based around the evidence which supports providers evaluation of impact at some point in the next two years.] Q1: How well are you achieving the objectives as identified in your application?Recruitment targets have been met: Student Numbers: 2005 2006 MarJon 1147 UoP 693 (593 PPD Bid 2005 08 : 100 TDA Interim 2003 -06) Improved Understanding and Knowledge & Improved Practice Module reports and evaluations together with feedback from University Approved Tutors, Teachers and Programme Co Ordinators indicate that the programme has been well received. Participants report that they feel their knowledge base has been extended and that important questions regarding the nature of professional practice and academic research/critical enquiry were encouraged. Teachers and managers who have been interviewed comment on the higher expectations, ability to self-evaluate, open discussions of the staff involved in the programme. In many instances this seems to have directly resulted in raised teacher confidence and a general willingness to explore approaches which directly impact in their teaching The following, taken from programme evaluations and teacher feedback, highlight the perceived benefits and strengths of the programme in terms of extending understanding, knowledge and practice. The programme encouraged me to keep abreast of current thinking Assistance from fellow professionals helped me to focus my thinking on aspects of my practice Sharing questioning techniques with colleagues encouraged me to think deeper about my use of questions to direct and extend learning Having the opportunity to explore the links between academic research and classroom practice not only increased my own understanding but also challenged me to think about how I do what I do Improved Pupil Performance Nearly all participants have commented upon their raised awareness and ability to critically reflect upon their practice. In many cases this has raised levels of teacher motivation, and professional discourse which has impacted upon the pupils learning in a variety of ways including: Learner interest and motivation Systematic planning of lessons which promote Better questioning skills Thinking skills ( I can see the children thinking things through) Ability to re-frame (difficulties become new things to learn) Specific research projects have focused on investigations into approaches such as Investors in Excellence (IIE) and Learning to Learn events for pupils. The IIE programme, which focuses on aspects of intra-personal communication and motivation has been used within Devon and Cornwall as have student activity days based on a Learning to Learn (Accelerated Learning/Brain-Based Learning) ethos. The programme has encouraged teachers to reflect critically on these approaches and their findings have noted shifts in the attitudes of pupils involved in such schemes to learning and learning challenges. In some instances teachers and head teachers suggest a direct link between improved teacher practice and knowledge and pupil learning outcomes. For example A peer and self assessment project in a Cornish school suggests an average net improvement of one GCSE grade after the first year of the course. 91% A* - C as opposed minimum target grades of 77% A* - C. A primary school headteacher reports that SATS results were the best ever (97% of children obtaining level 4 in writing with 56% achieving level 5 and 80% of pupils obtaining a level 5 in English). Whilst it is generally agreed that it is often difficult to isolate all the contributory factors which affect pupil performance; the perception of these professionals is that the improvements are a direct result of active involvement in the PPD programme. Research and Problem Solving The PPD project seems to have encouraged teachers to recognise their own expertise as well as critically reflect upon their practice. Engagement in the research process has clearly focussed teacher thinking upon defining questions, shaping research projects as well as exploring and challenging the academic literature. Students have reported that this experience has given them the opportunity to engage in discussions which help shape and define their personal educational philosophies. Challenging Barriers In many instances staff involved with the PPD programme have developed support groups or learning networks which have not only enriched their own discussions but have provided a vehicle through which findings and ideas can be disseminated. Some schools have formalised these groups and given them a very specific remit to manage information sharing and development of whole school approaches. Many schools have seen this programme not only as a way of supporting CPD and their staff, but have integrated the PPD work with the school development plan and self evaluation processes so that all teachers in that institution have access to training and qualification opportunities. Evidence Source: Audit of student application forms; HEI based tracking, assignments and personal learning statements Interviews with Teachers and Headteachers Minutes of meetings especially SwiFT Management Committee and Swift Contract Group Published reports: PPD impact? Show me the evidence: Richard Jenkin and Alan Tucker CPD Update: May 2006 Making a difference: a model illuminating the impact of PPD: Jim Christophers & Chris Bryan CPD Update: June 2006 Modular evaluation forms Teacher and School Impact Reports Attendance at specific training events which support aspects of the PPD Programme (eg: research method workshops; seminars focusing on reflective practice all designed to offer additional support for those involved in the programme) Assignment submission sheets Assignment, assessment and feedback sheets  Q2: How far were your original objectives realistic? Experience gained from earlier work; existing relationships with schools and teacher as well as a solid reputation on PPD(CPD) work meant that original objectives were based on a knowledge of the target group. Work with LAs and in pre-existing partnerships informed both the initial bids and the development plan. In all this means that there was a high degree of confidence in the objectives set for the programme. Feedback that has been collected and collated for this report suggests that there was more than simply a sense of realism in the initial plan. The following supports the above assertion:- Teacher knowledge, issues relating to leadership and change management and the development of support groups and structures to assist all those involved with learning have been improved or developed. Individual teachers projects have covered a wide range of issues with some innovative work being conducted on aspects of special learning needs. A number of students following this PPD course are doing so as part of their induction year and so as NQTs are being encouraged continue their research on educational issues. Many teachers report that they see this programme has being essential to their career and professional development. Positive feedback from teachers, Impact Reports from schools and recruitment rates all suggest that the programme is meeting and will continue to meet its objectives. In one area perhaps there was a slightly over-optimistic view. Encouraging teachers involved with the programme to complete with accreditation has been a little more challenging than expected. Evidence supports the assertion that the programme met its objectives in terms of increasing teachers knowledge base and providing a structured mechanism for critically reflecting upon and improving practice. However once these aims have been met for the teacher or the institution there seems to be a loss in motivation (desire and/or energy) to progress from initial research and action to formal accreditation. In part this is obviously about participant perception of value (with regards accreditation) versus other professional needs and demands. (see example quoted below). Clearly this is an issue for further exploration and focussed action. Recruitment was not initially seen as a problem but has become one. As mentioned elsewhere in this report, the programme is oversubscribed and recently there have been discussions about establishing a more thorough selection process so as to balance limited supply of places with increasing demand. On balance, then, it seems that original objectives were based on an understanding of need matched with a recognition of potential. Areas that could be seen to cause some concern have been identified and are being addressed. (see q3 and q5) Evidence Source: Audit of student application forms; HEI based tracking and portfolio submissions Interviews with Teachers and Head Teachers Published reports: PPD impact? Show me the evidence: Richard Jenkin and Alan Tucker CPD Update: May 2006 Making a difference: a model illuminating the impact of PPD: Jim Christophers & Chris Bryan CPD Update: June 2006  Q3: Has your evaluation led to any reprioritisation of your objectives? From the programmes inception to now there has been a drive to extend the variety of access opportunities for students. The option of taught modules in different locations, school negotiated modules and independent research studies, means that the widest possible access and choice for style of study and professional development is promoted. This exploration of a flexible distributed learning model continues through a broader use of blended learning opportunities with virtual learning environments in both HEIs. There has been a desire to fully explore the notion of impact and this has resulted in the appointment of a part-time Research Assistant on a two year contract with the specific brief to work on reports such as this, in the immediate term, and also undertake a detailed investigation into the impact of the SWIFT programme. (This work may lead to a PhD for the researcher). Whilst almost all students complete their programme of study and give presentations and/or provide impact reports, there is a need to explore and address the factors which effect the progression to award. Of those who do not some report that the course itself was still a key feature of their reflective and evolving practice and do not necessarily see the immediate value of the award. A student who has recently submitted a dissertation for their Masters qualification summed this up for many when he said I dont really care about the award now, the work served its purpose for me as a teacher and I am already developing new questions about the way my practice has changed as a result of my research. Even with this feeling amongst some teachers there is a concern to raise the numbers of students receiving an award at PG Cert phase. This initial award can be perceived as the motivational driver for extended work at PG Dip and Masters dissertation phase There is a gender imbalance in that more women apply for places on the programme. This may be reflective of the imbalance within the teacher population itself, but it is a trend that will be explored as part of the impact evaluation work being undertaken by the research assistant.  Q4: Are there areas of impact that you did not originally anticipate? During informal discussions with teachers about the PPD programme it was suggested that in a (very) few cases the work has actually caused some teachers to reconsider their commitment and interest in teaching. Whilst it is obvious that many teachers have found the PPD experience motivating and re-energising, some have either gained promotion or work away from school based teaching and learning whilst others have decided that a change of career direction was required. It is also the case that several schools deemed to be in special measures have invited support for their staff in specific areas of professional development which have sometimes resulted in conversations with HMIs. In some cases one of the barriers to learning and education that does exist is parental attitude and involvement. In one school work which was based on creative ways to link planning and assessment with enriched home school communication. Teachers reported a much improved response from parents on issues of learning and the learning process. Whilst this is of course extremely positive, it was not really one of the areas considered as a focus. Comments based on: Discussions with HEI Programme Directors Minutes of meetings Discussions with students  Q5: What is changing about your provision as a result of your evaluation? The programme has developed greatly over the last few years, growing from what could be considered an ad hoc style of delivery to a respected, coherent framework. The model that has resulted is being explored as part of the on going impact research, but may well be a model which could be shared and replicated elsewhere. The recent development of a Virtual Learning Environment (VLE) at MarJon has grown from the changing pattern of delivery. The VLE currently contains information, guidance and important links for students as well as providing a forum for virtual debate. The VLE will hopefully soon host key abstracts of current research work being undertaken and so promote a links between students who are working on similar projects. The University of Plymouth similarly has instigated a Masters Programme Community and virtual learning environments for specific modules. One of the key strengths of the team delivering the programme is the mix of school and LA based University Approved Tutors and HEI lecturers and researchers who are researching and committed to the ideas of professional learning. Academic research teams are practised at disseminating research findings and critical commentary and academics in both HEIs research and publish in the field of professional development and professional learning. There have been some attempts at disseminating findings from student research but there is now an explicit intention to explore ways of being more effective in the sharing of practice, approaches and findings. The nature an ethos of schools themselves seems to be changing with many seeking to become enquiring and partnership schools. This drive for collaboration and shared professional enquiry will lead to a critical culture of commitment in which PPD (CPD) is driven by a need to explore, question and interpret practice, policy and research. Research paradigms and the ethos of critical enquiry meet the needs for self evaluation. The SEF and the process of reflecting on current practice is a requirement in terms of inspection and can be supported by the SWIFT programme. Despite a good coverage within the area there are still many schools and teachers who are not part of the programme. There are clear opportunities to promote this work within these schools. One of the major challenges currently being faced is that in having raised expectation, an having been seen as being able to deliver quality provision, there is a real shortage of places in the current bid allocation. In a recent management meeting it became necessary to discuss protocols for rejecting some students because demand for the programme exceeds the ability to meet it. The role undertaken by the SWIfT appointed research assistant will help focus discussions on the nature of impact and its evaluation. Work in this area provides the opportunity to look closely at the programme and explore the effect it has had on knowledge, teaching practice, values, attitudes and performance. This in turn will inform future developments in current provision. 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