ࡱ> q` RbjbjqPqP 4::J zzz86Wh(    J!J!J!WWWWWWW$ Yhs[(W-J!J!--(W  4=W*111-  W1-W116QS  3J:z/QU gW<WR[w0[8SS[S J!j$p1$')J!J!J!(W(W;1jJ!J!J!W----dzz 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 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 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: St. Martins College  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 given in the original application covered several areas related to the improvement of pupil performance and the enhancement of their learning experiences; many of these have been met to a good degree. However, colleagues involved in the teaching and evaluating of continuing professional development through the MA in Education programme acknowledge that there are certain challenges when evaluating impact quantitatively; its quality, or nature, may be easier to express. For example, impact may be immediate or in the short or long term; it may affect the mindset of an individual, who may find it challenging to note the exact link between a change in mindset and a change in practice. Impact may also vary in terms of the range or number of people it affects; we feel that a significant positive impact on one or a few pupils is as important and worthwhile as an improvement on a whole school issue, for example. Many of the modules require participants to explore the relationship between teacher knowledge and the attainment and performance agenda, for example the Learning & Teaching and Assessment Matters modules. Teachers have been encouraged through the taught sessions and assessed items, to evaluate and research areas of key relevance to their school context. Teachers have researched areas in order to understand them in more depth, make suggestions and take action for improvements. Evidence of this has been gathered through analysing the content areas of assignments over the past three years; external examiners have also commented on the strong links between teachers reflection on their practice and the positive impact for pupils that arises from deep reflection. Teachers have researched areas that may have a significant impact on particular pupils, identified groups of pupils, or the whole school. Evaluating impact has been at the heart of the professional debate of all colleagues involved. Module evaluations have been completed by participants at the end of each module, of the MA in Education and CPD activities. Evidence of impact on pupil performance is therefore gained through analysis of these each term, in relation to different cohorts and modules. Individual case studies have been undertaken of certain participants by the programme leader, where impact on pupils has been especially evident; for example, a teacher at a residential school for young adults with learning and physical difficulties developed a system to record and note learning and progress in extra curricular activities. Information is also often gathered before participants take part in focused CPD activities, to try to tailor content for them, to maximise impact for individuals. Colleagues in the Educational Development Unit in particular have crystallised the issue of impact evaluation in terms of a shared responsibility, between the provider (St. Martins College) the delegate/learner and the school. This approach is reflected in module evaluations of CPD activities, which strive to enable colleagues to make sense of the engagement/impact for the learner by Requiring a response to explicit references to purpose and outcomes, both of the event/activity and the evaluation/feedback A focus on professional worthwhileness Explicit reference to benefits to children as well as professional learning Focus on linking back to school and support needs there Planned future actions. Engagement with current educational theory and research and the impact on pupil performance was an important objective that has also been met to a large degree, although there is also work to be done here. For example, some participants perhaps have had at the beginning of their study, a rather nave view of educational research, in terms of seeing it as unproblematic; this is an ongoing issue, which tutors aim to address through all the modules. Current theories and research are embedded in all the modules; these are engaged with in terms of relation to individuals educational contexts and their particular roles within schools, through taught sessions, personal tutorials and written assessment items. Evidence of in-depth engagement with theory and its links to pupil performance is found in notes/handouts from teaching sessions, readers, student discourse in e-learning environments and assessed items for the modules. Participants, tutors, and external examiners have been consulted in evaluating the programme in terms of its impact to date. This has occurred through sharing tri-annual reports from external examiners, producing an Annual Evaluatory Report and Action Plan and through consultation and discussion with colleagues teaching on the Programme through regular Community of Practice meetings.  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 were realistic in the main. The evidence for this is that most have been achieved. Inevitably, some have been achieved to a greater or lesser extent than others. Objectives relating to how provision would improve knowledge, understanding and practice of teachers have proved to be very realistic. The evidence for this can be mainly found in participant assignments, where looking at individuals assignments over a period of time, it is very clear how their understanding, perception and knowledge has developed, (in some cases to a very high academic level), relating to theory and practice. Objectives relating to embedding improved practice in schools have also proved to be realistic and achievable in the main. For example, many participants are in management positions and engage with whole school issues concerned with raising achievement. These individuals have used their Masters work to interrogate the leadership and management processes that are involved in engaging a large number of colleagues with different viewpoints and roles with an issue and have often worked to promote and sustain a significant cultural change within a school. It is now common for leaders and managers to join the programme having gained their NPQH qualification; their Masters level study has proved to be a very logical continuation of and complement to this work. On a different level, beginning teachers have worked on a smaller scale, but with nonetheless significant issues, for example working with departmental colleagues to produce a mark scheme for RE which enables teachers to use the National Curriculum levels effectively with pupils. This evidence also comes from participants and their colleagues comments as expressed through assignments. Objectives relating to engaging teachers with research and critical thinking and evaluation have been largely met, as noted above. In evaluating this area, the issue of research methodology has been discussed with participants, tutors and external examiners. Our conclusions at this point are that qualitative approaches have been the ones most engaged with, for example, case study, interviews and observation. We do not wish to discourage quantitative approaches; in the application, it was noted that data of pupil achievement or any other relevant statistics could be engaged with and analysed; this has happened in some individual instances, but in most cases, it is evident from taught sessions, tutorials and assignments that participants have taken a more qualitative approach to their data collection and analysis, this being most appropriate in many cases.  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?  Most objectives are reviewed on an ongoing basis because improvements can always be made. It would be inappropriate to say some objectives have become more or less significant; it is more a case of refining what has gone on. For example, with certain modes of assessment, it has become clear that we need to rethink teaching approaches and guidance eg: the Portfolios of Evidence have provided a mixture of opportunities and challenge-they have offered independent learning and a great level of personal engagement, but are often challenging to give clear guidelines on, because of this. As the programme has developed, it could be said that the level of involvement in terms of evaluation from Local Authorities has diminished; there was clearly involvement and consultation at the time of application and indirect contact through the Partnership Managers for CPD and ITE has continued, but now there is a need for more close contact again, in evaluating the work overall and looking to the future, now that the PGC/D/MA in Education is to be revalidated. Other partners have also become involved, such as federations of schools in the locality, groups such as the Barrow Excellence in Cities project, the Kendal Early Years group; there are many examples listed below, of partnerships with particular groups which could not have been envisaged at the time of the original application. There has been a very effective responsiveness to the needs of particular groups, for example, SENCOs in different parts of the north of England, colleagues in Church Schools and those mentoring Newly Qualified Teachers, or student teachers.  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? Aside from the variety of groups that have been engaged with, the extent of which perhaps could not have been predicted in detail, there is one other significant area of impact that perhaps was implicit in the application, but not explicit. This is the creation of new knowledge in an area of education which is not well researched, and where there is a lack of literature. Evidence to support this judgement comes from the participants themselves and the tutors working with this group. The work undertaken with Beaumont College, a residential school for young adults with learning and physical disabilities, has resulted in some exciting and innovative practice being documented and interrogated. The teaching that takes place in the college often centres on the visual arts, drama and dance. It has been a privilege to gain an insight into the teaching that takes place and the challenges and rewards that working in this kind of environment brings. The participants of this group have been encouraged to disseminate their work, and at the time of writing, possibilities of publishing work are being discussed. The partnership with Beaumont College has also led to exploring another exciting opportunity; that of the college becoming a formal partner with St. Martins College as it becomes the University of Cumbria in 2007. If this partnership is realised, it will be unique; there is no university in the world to our knowledge, which has as part of it an organisation like Beaumont College.  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.  Since the writing of the application, several new initiatives have come to the fore of educational practice and the programme has responded, and continues to respond to these, meeting the interests of various groups. A key example of this has been the Every Child and Youth Matters agenda. Module content has been adapted and re-written to take account of this area; through working with the Partnership Manager for CPD and ITE, it is clear that teachers want and need to engage with this agenda in relation to their own practice and particular roles. Another example of a change to the provision is taking account of the Early Years professionals needs; it is apparent that there is a need for specific provision for groups of Early years specialists, which we are hoping to accommodate, and are at the present time writing modules for them. Evidence of this need is from Local Authorities approaching the college, and from colleagues contacts in their CPD work in schools. As noted above, it is apparent that there is a need to involve the Local Authorities more closely in the work we do with developing teachers and their practice, in order to respond to local agendas. The Masters in Education programme is currently at the start of a process of revalidation; this is an opportunity to update the structure, modules and content, considering the needs and concerns of teachers at this time, and taking account of the fact that St. Martins College will become the University of Cumbria in 2007. An early consideration is that there may be named pathways within the programme, so that there are opportunities for some specialist work, related to different roles, eg: leadership and management, or subject knowledge development. One of the challenges for the new university will be to attract and support participants from a very large geographical area. In terms of the MA in Education, this will mean being very flexible in terms of sites of delivery. There will also almost certainly be a greater role for distance learning and e-learning which will be explored through the revalidation processes. It will also be appropriate to develop more work with suitably qualified and experienced teachers in joint delivery of modules. Finally, there are other internal institutional changes which the MA in Education needs to take account of; from 2007, the PGCE Primary & Secondary courses will be delivered at Masters level; an intended outcome of this decision, is that there will be significant numbers of newly qualified teachers, who will want to continue their Masters Level study early on in their careers. This group of teachers and what their requirements or priorities for continuing study may be, will be taken account of in the revalidation process. See attached action plan also. 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? Individual participants on the MA Programme in Carlisle, Lancaster and London. Continuing Professional Development activities at Level three and Level four with the following groups: West Cumbria Excellence Cluster North Lakes Beacon Schools Raising the Attainment of Writing (Blackpool Beacon Schools) Monitoring, supporting and assessing NQTs a course for induction tutors Service Childrens Education: Middle Management course Oldham Literacy Coordinators Course Warrington SENCOs Gateshead SENCOs Cumbria Middle Managers Leading CPD in the current school context Teaching & Learning in the Primary Classroom (Oldham) Modern Languages in the Primary School Gateshead Subject/Pastoral Leaders Cumbria Subject/Pastoral Leaders Manchester Literacy Liverpool Oracy Manchester MAGPIE project Leading Foundation Subjects Himley Induction Tutors Birmingham Induction Tutors Cumbria Induction Tutors Durham Induction Tutors Advanced mentor training course at Anchorsholme Primary School Best Practice Research Scholarship Early Professional Development Beyond NQTs taking the next step Tower Network Learning Community PGCE Fast Track students (Primary and Secondary) Ulverston Victoria High School cohort Beaumont College Cumbria Sure Start project Church Schools Cumbria Institute of Arts Barrow Excellence in Cities Group It is clear to see that an enormous variety of different groups across a large geographical area have been engaged with as a result of our successful application for PPD funding. Overall, we feel these engagements have been very successful, many partnerships developing as a result of different activities and study, and acting as springboards to new partnerships and working relationships. Much collaborative work has taken place; between college tutors, professionals working in different educational settings, contexts, and with different roles, responsibilities and interests.  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