ࡱ> q` RbjbjqPqP .::J hhhhhhh|$'$'$'8\'$'|Qh(((P(P(P(P())))Q+Q+Q+Q+Q+Q+Q$2ShUOQhJ,))J,J,OQhhP(P(4dQ*x/x/x/J,&hP(hP()Qx/J,)Qx/x/6M(hhPP(( P$B>$'p."AN%PQ<Q]N V. V8P VhP )v)Tx/N*D*)))OQOQ&/R)))QJ,J,J,J,|||`#|||`#|||hhhhhh 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: NEWMAN COLLEGE OF HIGHER EDUCATION, BIRMINGHAM  Q1: How well are you achieving the objectives as identified in your application?In July 2006, in addition to the Colleges normal evaluation forms, a specially devised questionnaire was sent out to all MEd students (registered 2005/6) in order to ascertain the impact of the course. The questionnaire was deliberately brief, six questions covering two and a half sides of A4 paper, in order to encourage a good response. Reply paid envelopes were provided. The six questions were as follows 1. What has been the impact on your professional life of the work you have undertaken in the MEd? 2. What has been the impact on your school or working environment of the work you have undertaken in the MEd? 3. Can you provide specific examples of the type of impact that has taken place in school or your working environment? 4. What aspect of the MEd has had the greatest impact on you or your school? (You might want to name specific modules here or aspects of your Dissertation research if you are a finishing student) 5. Please describe what the learning processes on the MEd were like for you? (Positive or negative) 6. Have there been any outcomes, or impact, which are over and above those originally hoped for? (Please provide evidence if possible. Could include other members of staff, governors etc) Finishing Students Only Would you mind providing a summary of the experiences you have had during your time on the MEd Programme? ________________________ It is recognised that impact on childrens learning is very hard to assess in the short term. However, the evidence presented here indicates that the course is having an impact on the students professional lives which should in turn impact on their pupils learning. These respondents will be asked again in the next couple of years for evidence that what has impacted on them is also having an impact on their pupils. Priority Areas from our bid are shown in italicised bold letters. Responses relevant to this section have been My research into the learning environment has lead to an improvement in classroom conditions painting and re-decoration of walls and corridors, new furniture etc this has improved attitudes and increased motivation towards learning of both the staff and pupils. (Primary Headteacher) - Leadership and Management The Behaviour Management module continues to have a positive impact on my teaching on a daily basis. I have also used these strategies very successfully on my outreach AST work. I began the MEd in my third year of teaching mainly because I needed a new challenge. I have thoroughly enjoyed the modules as well as meeting new colleagues. The MEd programme enabled me to gain vital evidence to successfully complete the AST assessment. (Primary Advanced Skills Teacher) -Behaviour Management and Early Professional Development The course has made me consider my practice and practice of staff in school. Its encouraged a greater use of theory and putting it in to practice. The research for my dissertation was very relevant as a school project - introducing our new Creative Curriculum. I will undertake similar work as the need arises in school. (Primary Deputy Head) - Leadership and Management During the Leadership and Management Course I encountered two difficult situations with colleagues. As part of the course we had covered Conflict Resolution. I was able to use what we had covered and I certainly reflected on the impact of how I handled the situation later. (Early Years Setting Manager) - Leadership and Management and Early Years Education The resource I created as part of the Web Design Module has been welcomed by GCSE students in school as a revision guide and a source of information for exam notes. (Secondary IT Teacher) - ICT The Safeguarding Children Course provided practical input that gave me confidence and secure knowledge. We engaged in up to date legislation and explored different viewpoints from different agencies involved beyond education. It also extended my research skills. I was able to provide documentation and legislation details from the course for training activities involving both tutors and GTP students. We had sixteen tutors and 145 students. (GTP Programme Leader) - Leadership and Management I have been asked to disseminate the work I have done on the Web Design module so I am gaining recognition and sharing good practice in school. The Inclusion Team are keen to create more materials similar to mine so my MEd work has opened up ideas for further projects within school. (Secondary ICT Teacher) - ICT Through my MEd Research I have gained a better understanding of what is needed at the end of the Foundation Stage and beginning of Key Stage 1 a recognition of the importance of play at this stage of development. I have gained more respect from senior colleagues and my advice is sought on Early Years matters. I have gained valuable knowledge and experience and my communication and confidence are better than before. I have felt supported by all College staff and found contact excellent. Newman is a great place to study you feel like a person, not a number. (Early Years Teacher) Early Years Education I chose Science as the focus for my Professional Development Portfolio Double Module. It enhanced my understanding in this area and enabled me to have a very successful interview with Ofsted inspectors as Science Co-ordinator. (Primary Science Co-ordinator) Early Professional Development We are addressing the outcomes of Every Child Matters. I now feel that I have the skills to contribute to the development of ECM in our school. (Secondary PSHE Teacher) -Behaviour Management Plus, the evidence quoted here supports two of Ofsteds findings when they inspected CPD long term M Level Professional Development - in that it - Helped teachers achieve significant improvements for their school (e.g. in regards to the standards of pupils work and the quality of teaching, pupil assessment and target setting, curriculum planning, implementation of the national strategies and self-evaluation); and it Increased teachers subject knowledge, improved their organisational, interpersonal and analytical skills, provided a greater understanding of current initiatives and enhanced their leadership and management capabilities. Teachers views on the learning processes they experienced were actively sought and their responses included The learning processes during the Research Skills module were excellent differentiated and well suited for individual learners. (Secondary IT Teacher) The MEd has been a useful process for me as I have been able to reflect on current and previous practice and link this to theory. I know that my thinking has been challenged. Overall it has been a very positive experience for me. (Early Years Specialist) There has been professional dialogue and debate amongst colleagues and tutors. In addition there have been appropriate and very useful one-to-one tutorials. Access to relevant literature has helped me to study. (Primary Headteacher) I have thoroughly enjoyed the modules and they have been of great benefit to my own professional development. (Primary Teacher) The support I have received so far on the MEd has been paramount. At no stage have I found any of the course too daunting. (Secondary IT Teacher) It has provided a chance to discuss, reflect and research issues in more depth. (Early Years Specialist) It was reassuring and fulfilling. (Secondary PSHE Teacher) The course is thought provoking and opened up many avenues for further research and self-learning. (Secondary IT Teacher)  Q2: How far were your original objectives realistic? The objectives in relation to recruitment were not realistic as far as the whole of the MEd Programme was concerned (evidence for this is contained in the additional attachment on Statistics), as the target proved to be impossible to meet. Our feeling is that targeted modules are more attractive in initial recruitment, which then may lead to teachers committing to the longer term programme. The increase in the number and subject areas of College tutors becoming interested in M Level teaching will improve our ability to offer targeted courses. This is something we are actively promoting now. In relation to priority areas (as set out in our bid), some aspects had to be adjusted due to the following reasons Priority 1. Citizenship the member of staff responsible for this area left. However, it has now been revived, new modules are being validated and it will be offered by members of the Geography department. English Narrative and Story and Childrens Literature Successfully recruited History No take up for this subject area this year ICT Web Design successfully recruited Modern Languages French No take up this year Religious Education No take up this year Priority 3. Early Professional Development Not targeted specifically but successfully recruited teachers in their early years of teaching (See Statistics) Priority 4. Mentor Training A rolling programme continues to recruit Priority 5. Behaviour Management - Successfully recruited Leadership and Management - Successfully recruited Early Years Education - Successfully recruited Priority 6. Professional Development for Teachers in Catholic Schools - Successfully recruited Collaborative Networks for School Innovation and Improvement Continues to be a popular area for research for dissertation in final year. College tutors presently engaged in research projects in this area and will be in a position to offer as a taught element next year  Q3: Has your evaluation led to any reprioritisation of your objectives?  The main objectives remain the same, but with the following adjustments and additions Early Years Until this year there were two modules offered within the MEd in this area. The take up of Early Years Modules at M Level has been popular enough for the College to decide to develop an MA in Early Years. It has been written and will be going to validation in the Spring. This will be open to all professionals working in Early Years settings including teachers. This will be unique in the Midlands and will significantly improve the choice of study in this area to teachers. It will continue to be an option for general MEd students to choose from MA Early Years Modules and vice versa. Every Child Matters We feel that the significance and implications of Every Child Matters must be addressed through Professional Development. We are fortunate to have people on our staff who have considerable knowledge in this area. So, in line with Every Child Matters we have offered, in the past year, two M Level modules on Safeguarding Children. There will be an additional two validated at M Level and these are all offered, in line with ECM recommendations, to all types of professionals working with children and young people. Teachers have been studying alongside social workers, nurses and other professionals and will continue to do so. We feel that this is a particular example of good practice within the area of PPD. ICT and Education Studies Due to the success of The Web Design Double Module, our ICT department have joined with the Education Studies Department to develop a Double Module called The Digital Curriculum. This is an innovative course that introduces students to a range oftechnologies in pedagogic contexts transferable to any subject area and educational setting. The module combines practice and theory bydeveloping students skills and understanding in: Learning and Teaching through Multimedia (includinggraphics, digital audio, animation and interaction) Learning and Teaching through Digital Video Editing The principles and practice of interface design and construction in the context of multimedia technology The ability to critically evaluate the design of multimedia presentations Pedagogy and Technologies (through a range of case study approaches totransgressivetechnologies for learning Theoretical responses to the socio-cultural implications of new technologies in relation to education. This will run for the first time in January and is already proving popular. NPQH Accreditation This has attracted a small but steady group of people and it will continue.  Q4: Are there areas of impact that you did not originally anticipate? In College - The newly devised programme has attracted more colleagues to want to become involved in teaching on the MEd. Two new modules in Citizenship and two new modules in Early Years have been validated during the last year. Four new modules addressing Every Child Matters have been validated and offered at Masters Level these are being taught to a mixed audience, with teachers studying alongside professionals from the health service and social services. This has increased the choice available to new students and increased the areas of specialism we are able to offer for Dissertation research supervision. This must in turn improve the whole experience for teachers on the programme. In schools - Evidence from the questionnaires shows that the students have identified many areas of benefit that they had not originally anticipated. In answer to Question 6 on our questionnaire, we received the following responses I have gained a much deeper understanding of the theory of leadership and management as well as understanding the reasons for the behaviour children display at school. (Primary Headteacher) I feel Ive grown in confidence, as well as enjoying the course. (Early Years Specialist recently moved in to HE) The help and guidance given by tutors has been second to none. (Secondary IT Teacher) As A result of the course I now teach a 6th Form module on Web Design. I feel well-informed and confident with my delivery. The fact that I was doing this was mentioned to the new Head . . . . . so I gained a promotion. (Secondary IT teacher, now Deputy Head of Faculty) On the course there has been a greater level of collaboration with colleagues than expected. I am able to communicate findings to groups and networks as my knowledge developed. (Secondary English Teacher) Colleagues have been inspired to undertake similar studies (others think Im mad!) And I completed the MEd in a shorter period than expected. (Primary Teacher) Comments focus on teachers personal development, e,g, confidence and communication skills as well as the enjoyment of studying at this level. This points to a greater likelihood of them continuing on the course and reaching completion. This is another area we will continue to monitor.  Q5: What is changing about your provision as a result of your evaluation?  Consortium - There are no plans to change the way the consortium runs we will continue to have at least one termly meeting with colleagues in other West Midland HEIs. The Birmingham Professional Development Grid (posted to all schools in the area) will be updated annually. Course Content As mentioned earlier, a complete new Masters Programme is being validated as well as additional modules being added to the existing MEd to meet local need and National imperatives. Course Marketing We will be targeting specific courses within the PPD programme, rather than the whole MEd Programme, with a view to attracting greater numbers.  Q6: Please provide a summary of the activities that collaborative funding has supported.  Meetings with other HEIs in the region as part of the West Midlands HEI CPD Group. This has been extremely useful in networking and being kept informed on developments in CPD Discussions on and collaboration on the production of the Birmingham CPD Pathways Grid for teachers as part of their CPD Guarantee. I feel that both the activities above have been very useful, if not essential, in promoting collaboration and in the exchange of information necessary to support the delivery of PPD In addition, the funding supports two open evenings a year (one in early September and one in January) when all tutors on teaching PPD talk to teachers about their courses and existing students meet with potential students. An intention for this year is for the Programme Leader to go out to schools, or clusters of schools in some cases, to promote the possibility of tailor made courses, based on the Priority Areas, but designed to suit the individual schools needs. Again, it is hoped that this will improve initial recruitment and draw teachers into the bigger programme.  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