ࡱ> ~q` (0bjbjqPqP .f::( """8.#B#Dh $(2$2$2$2$f%f%f%DDDDDDD$&FhHCDf%f%f%f%f%CD2$2$4XD****f%*2$2$D*f%D**@B2$# -#:")A CD<DA6I)I,BIB f%f%*f%f%f%f%f%CDCDf*Rf%f%f%Df%f%f%f%"" 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 Sussex  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? Individuals and/or cohorts who have successfully completed this programme of study have: a systematic and critical understanding, informed by current scholarship and developments in the field, of issues, processes and problems in an area of education, and a capacity to relate it to complex professional situations; a practical understanding of enquiry methods (e.g. empirical research, documentary research or policy scholarship) within, or applicable to, educational settings, and knowledge of how these can be used to create and interpret knowledge and further their own professional development; a capacity to appraise critically current literature relating to their specified area of education and to reflect on, review and evaluate empirical data and methodological approaches in their specified area of education; (MA only) completed a substantial dissertation in a relevant area of education. Evidence base: Evidence of impact is recorded in the formative feedback sheets which are given to each student after the assignment has been marked. Examples of feedback relating to the evidence of impact include: You make clear, thoughtful comments on how this research is likely to affect your own professional practice This is an interesting project, the findings of which are of great relevance to your professional role in school The projects real achievement is in linking this [social theory] to practical professional concerns  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 are realistic as Faculty within the Sussex School of Education have been developing their MA provision for teachers over several years. MA projects within Education Studies are negotiated between students and their supervisors and are very varied in nature, based on each individual students needs. Projects may include the generation of any of the following, either separately or in combination: knowledge within, or with reference to, a professional context practical outcomes derived from this educational theory methodological innovation. The students submit a range of written projects, the number dependent on whether they are studying for a Postgraduate Certificate, a Postgraduate Diploma or the full MA. The following titles give an indication of how the MA students have addressed their pupils learning experiences: An Exploration of the Impacts of Distributed Leadership in a New Secondary School Student Participation: Questions of Qualtity and Quality, Timing and Motivation Every Child Matters; every day counts. An Investigative Study into policy and practice in the education of looked after children 1996-2006 An evaluation of adding work experience to the A level Business Studies pedagogy Does further pupil involvement in learning have an impact on attainment? The evidence is collected through storing the individual feedback sheets in the students personal files. The Programme Convenor analyses the data on an regular basis as it contributes to the compilation of the peer reviewed Annual Monitoring Report which is a mandatory requirement by the University of Sussex.   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? The MA provision within the Sussex School of Education is subject to continuous evaluation and development. The University of Sussex has a full and high quality monitoring and evaluation quality management and assurance process which draws together annual feedback from programme participants, programme tutors and external examiners. This process was audited by the QAA in 2004 and deemed fit for purpose. As a result of the evaluation process, last year we introduced the Postgraduate Certificate into the MA Education Studies as a way of trying to ensure that all teachers felt they could participate in a research based postgraduate programme. In the same year we introduced Masters (M) level credits into our PGCE programmes. As a consequence of these two initiatives we have: (a) submitted a bid in November 2006 to the TDA for additional funding so that we can offer school based mentors and professional tutors the opportunity to become involved in the programme. This would enhance their understanding of how the PGCE students are working on Masters level research projects. (b) begun to consider ways of encouraging the PGCE students to continue in postgraduate professional development during their Induction year in school. We will continue to liaise closely with our partner organisations in identifying further developments.  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?  As the MA Education Studies is a research based programme, led by the needs of the individual students, we were able to meet the identified objectives. As outlined in question 1, the students research based projects made an impact on a number of different areas. As this is a well established programme, which has been run within the Sussex School of Education for six years, we have gathered a significant amount of evidence relating to impact. For example, we worked in partnership with a group of teachers from a local LEA who researched topics related to behavioural management. On completion of the MA many of these teachers were appointed as leading teachers in this field, able to support and guide other teachers in tackling behavioural issues.  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.  We are continuing to develop ideas with our current partners and with a range of new partner organisations. These include negotiations which focus on: (a) Researching Behavioural Issues. Teachers drawn from a group of three local schools who have asked us to repeat the successful progamme, which focused on bahavioural issues, which we ran in parnership with an LEA. (b) Researching Person Centred Education. A cohort of teachers who are interested in personalising education. (c) Mentoring within Initial Teacher Education. A cohort of school based mentors/professional tutors who will be researching issues relating to mentoring.  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 Sussex School of Education appointed a Postgraduate Professional Development co-ordinator. She is actively involved in: -attending partnership meetings -exploring other partnership opportunities -developing effective ways of evaluating impact -overseeing an increase in student recruitment  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     adrst  ;>3?+0'()45$ & $𽳨~hR5OJQJ\]^JhROJQJ]^JhROJQJhROJQJhhR6OJQJ^JhROJQJ^JhR5OJQJ^J"hRCJOJQJ^JaJnH tH +jhRCJOJQJU^JaJnH tH hR5CJ(OJQJ^JaJ(1st 9 : ! x F & FEƀ{&0'0x @ q*F & FEƀ{&F & FEƀ{&F & FEƀ{&@ v w $IfF & FEƀ{&  9>K & F$Eƀ{&If $$Ifa$$IfekdF!$$Ifl#F$ t0644 la9niK & F$Eƀ{&IfK & F$Eƀ{&IfK & F$Eƀ{&If =>?NO{{{{{$If $ & F$Ifa$gkd!$$Ifl(## t06 44 la $$Ifa$789#+ $$Ifa$ikd9"$$Ifl*(## t06 44 la$If +`7@:1 $$Ifa$$Ifikd"$$IflP3## t0644 la & F$IfK & F$Eƀ{&If7w1GH=>%&'($If$ & F $Ifa$()*+,-./01234$Ifikd9#$$Ifl33## t0644 la 456~ & F$If $$Ifa$ikd#$$Ifl33## t0644 la$ % & !!#C===$Ifgkd9$$$Ifl(## t06 44 la $$Ifa$K & F$Eƀ{&If##6#7#e$f$$%g%h%i%j%k%l%m%n% $$Ifa$gkd$$$Ifl(## t06 44 la$If$%g%h%l%% &"&#&+'-')))f)p*r*t*v*,,,,V----....P/Q/t/u/v////000000 0!0#0$0'0(0ԭߘИИИjhRUhR0J5OJQJ^J$j)(hR5OJQJU^JjhR5OJQJU^JhRhR5OJQJ^JhROJQJ^JhROJQJ]^JhR6OJQJ^J2n%%%% &!&`K & F$Eƀ{&IfK & F$Eƀ{&If $$Ifa$!&"&#&+','-')))$Ifikd1%$$IflE2## t0644 la))))f))?K & F$Eƀ{&If $$Ifa$ikd%$$IflF2## t0644 la))*r*s*icZ $$Ifa$$IfK & F$Eƀ{&IfK & F$Eƀ{&Ifs*t*u*v***++++W,X,,,,,,$Ifgkd1&$$Ifl(## t0644 la,,,,,,,V---z & F$If $$Ifa$ikd&$$Ifl=(## t0644 la$If ---6.7.W.X...........$Ifgkd-'$$Ifl(## t0644 la...................$If....//////00000000ikd'$$Ifl=(## t0644 la0 0"0#0%0&0'0(0,1h. A!"#7$% F!DdX } rV  S 2Aimage001b \l毑{+sx Dnp \l毑{+sPNG  IHDR(tEXtSoftwareMicrosoft Office5qPLTE    333***&&&""";;;$$$...???777,,, 111(((UUUDDDLLLHHH]]]@@@fffwwwnnnYtRNS@f pHYs@@bCc[ cmPPJCmp0712HsIDATx^]m{&MKH;L\ٙ{{tK~$- #˒,K-GS^Nhm?E 6Tj!zo^˟[!΄EgUiMRw]fqkI{IW4>O(8[n-Hr6uYuZ."mS7M$:}_\ȦU3 X>_JE5UP,/4T#̙L7(cG]u7i7;&D'Dş-9гn}MdIYU\_Us3cF=$m*b!(JN*gqJ3Fke*cw8%2NM].$PG4ωk,l~lY)OZ<)XMUɂXDCyU>,.eBv%JCmec{5+F;6Zb\/6iV)Y@_XW)*]X<$-$IIJ^*gJYjcD?92˫z;|miП z,tR}KײN A߽>4 ߟ #u ˷)ӣ5} }=]k$ mpdeXof6h:Fw̸p2wS7p]r;wW%*/褃z8ewBz%{?: -]C>EE24spg6}vhHr6TprTf9N)oN%w,Iχq7X՛)ukq~.zC\ŀwvz<ވo5,7J*leKZb~CeU]IN8_﫡LʓKy_=η M6|N?.4z/`Dg_^NGT}^zHDlؕ1|HJU$SӉdˌ|<;OGy wpA,Xu%6;7N½Kv*K)^ hc]K?澬N4z=MYIV_j2.áHh XǖnҪֵQ P(KCw" <˺~h"/q=$ЊP+AV \ޘ,*((`&&ZY8 Sv]n8MM棟,l[}nRSNZZ(`sp ~aXG;UܯZRDT5{gmcZjWezDYq\X@v]]> Ykq?+Y%z袀Qe%JxȧuLX6-ZZ6'ޱe[ }poZ5ʒ96-{V˥#(a}ۥ|`C <[0(ۥ+^Ӱ>wMb<8!.TFy&藠:%Cw%"wN/>^)Y:r^U% ӏaN©X8 eURS~Ρ*z1c>$Ce\uԎrX:'ӴH4U\?V|F鷍P&*d]Gp^JNT+ARo@vM.ED(^a=O!{7Xu2"䟕Ȧig 5` J0AK %GOe75of.<4ups:]Ln.nA[o@{2bm T}'>SW)@ߦ'q*h4+ H+pDMSu%ZAzBt\˦}! O:!Q=UGY {E)(兡H ))'pS3Jzga VyK~g5 KV2@7h##j1߁ Rj6 DSEU9nAH.M]JE^F0j5-ޕ( 1Qt {Am= 2cK+<ĝj#5JwYnٳ). e_imP!g-ܞ wAQAP^@RZWs#30?ʸ $v.p+[Nnhhz`bj`xS[+U< K JNN (x#?8>3\g^H!&uF?xTv k]:Aj~Lu\A"7 kH~K-AIn`|hE#|ctA* B6K%;(!4:7ά{-a?E3pn4 ^'(?HS=.RI %bZZzEMEAtGw ~RiybhħOd@#ZKHK7nB E#jE7(vv!<Ƞx@wE^(6Ԕ U.5p=k^HLnSz=v#JyFa~FlC64̘%n+(J$]wjOՖ2š E#T g>c`q]p#(F)/pWQy0݀l7C aFF4aZC"Ӷt]2Gs6;DPR8`rBɹ#(%ɺeckǞy'd9y:g!s[NܥA4 gJ`e݃K0GIR2 wX T 2=F}Sm]8k[-*j/߰,KX I (9$% 48-@oO0(e:BQr Tډ{X9Z%)(s7-9@jAQЄ5 #DP35U س[$T﬍gsAPb.mHP$7J@⾠X3BJc<ȉ#zy="J}'CQA}FQ yifQj?k˔燎ΌYJQlT,(j"[$a'1ܙ=E_1_Pl׼ Gq ϫ9(=FQ ^N:4 StD/%U6IQ[Bȉb1.4jr;<8in,Ljr]lWP$-؛lv}]+v۾3q{ C-(=+7cYoǀL jق"AsYi0q u3 aR#2 z@a#^u^#29a,\P$d)bgBS0̛_g^p2z2\ɪ"hـ77(,[]nn>8>sm|kvOEZ6]ƋEnQ,bYcw]1E67R6hԺ?%}ӝS'ºˈzhχoVn(K+P^a'(&k`=i>rnhQxǓs=fAܐOPF ")^``R o'(CDǻf>PPFѹ~F|CmՔy)L:Qo2b| B#œVZu 6y%.QѦw9"Xuq_iRzf}`!b?ly`jy*ӣji.8Q1{(Y,us |Pmr3bI窴1T#͓8A(5€wg+jzHEWs/7gRr/bK%8bc7:ja\AԪ@m~[bkgJ]*Zԁ4SyX=)vǍA)[iRy,X JWG\Rkײ}e>6~@% 2{J3c#.l0W@ϑ> d٧5M0|VOQey.[LNYg `[9 ((݇K)oKmnmM>yCF/g塺;nYCb< MPud˾()A 7im_.Κ/$16 8_YR>纚gi!:y|3ǽ"̚8-JqٹJa 0~(t+ەG.C_T- ٰҩGK#`5 QTpa&Jpc&Faz9ӐQXt? D^–pY@)4Q\[h|bWgN—1oFQ[:4Ϟm8`2P}&2Ҳ\-ylz{BKqb;ܚ.oz}6@f{mGZ(Fq&ȬlonZ?xlЮ uY?4 pCTW +U,5o x&!M8=h5 0K"xڂ`[kQ$-,\zٷ0ߵ&^?$_)ԉ.P1'1]tWŕ8Y+ |z<РRp=3Fv[;J>KFnXbמFa+m6!/ ÃKsGPFaȃ8 KFQ<C>?5B=Y2wF% xMлEQxLŜUwi(D1p$H(xxQBg6TJyFXo Zl-@A 9lQV@ƆȌ /;5HEyZ&v2U*$t$c">yP㫬?Ӳؗ *AQ~[i.3rdN}QkfYq׍g/auEK69[5 _+7; t:݉FN%J!O2D {SQ_vj+mk# (zV:ZjuOsOGܫ$N?ζ<#1p).J2Za4SqweXa"^0 0L/6Ob>dT]oA>k Ĵü7"T)!EЙE"|bՓ V(ܥ*eVC(jy&R4FR)ww@^;Jǧ/Q9%~ ށ4I7?Lihʗdek:Ek$ŖN wSqe>t˻H&\$\XvJ:A C+y|DRn;{ rѾ#&*U,7@ 2+v]Gf̺Ӳw laJQ-vVε|_ lhΜܷڎr_g -pƧ7x1e.Z;q";;`Kpr,dBq?TNR$.aZy+*mSqnzP +DA MnȌc^@u?D'W2Ds6M9ٗW­_^kVǣ@+ֽu<V @+cB9(Sm۹u+[(Cǿ/\W=׫"agDIENDB`u$$If!vh5F$#vF$:V l t065F$z$$If!vh5##v#:V l t06 5#~$$If!vh5##v#:V l* t06 5#~$$If!vh5##v#:V lP t065#~$$If!vh5##v#:V l3 t065#~$$If!vh5##v#:V l3 t065#z$$If!vh5##v#:V l t06 5#z$$If!vh5##v#:V l t06 5#~$$If!vh5##v#:V lE t065#~$$If!vh5##v#:V lF t065#z$$If!vh5##v#:V l t065#~$$If!vh5##v#:V l= t065#z$$If!vh5##v#:V l t065#~$$If!vh5##v#:V l= t065#DyK ppd@tda.gov.ukyK ,mailto:ppd@tda.gov.uk@@@ NormalCJ_HaJmH sH tH DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List 4@4 Header  !4 @4 Footer  !HH  Balloon TextCJOJQJ^JaJ6U@!6  Hyperlink >*B*phFV@1F FollowedHyperlink >*B* ph((fst9: !x@vw 9 n   = > ? N O 789#+`7w1GH=>%&'()*+,-./0123456~$%&67efghijklmn !"#+,-!!!!!!f!!!"r"s"t"u"v"""####W$X$$$$$$$$$$$$V%%%%%6&7&W&X&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&''''''(((((((( ("(#(%(&()(0h0000000000000 0 0 0 0 0000000000000 0 000 0 0 0 00000 0 0 0 00000000000000000 0 00 0 0 0 00 0 0 0 00000000000000000000000 0 00000000000 0 000 0 0 00 0 000000000000 0 0000000 0 00 0 0000000 0 000 0 0 000 0 0000000000000000000 0 00 00 0 000000000000000000000000000000000 0 0000000000000I00I00I00I00I00I00I00I00I00( $(0(x @ 9+7(4#n%!&))s*,-..0(0 !"#$%&')*+,-./012'0acP'u''((CX@  @H 0(  0(  B S  ?M O W X NPQRfgij#$'68:"#gnpr\^ab#$)-/0TV[\_`dehiopstz{!!! !""""$$$$$$$$%%%%V&X&b&c&h&i&t&u&&&&&P'''''(((((((( ("(#(%(&()('')34456ggln,,!!!!P''((((((((( ("(#(%(&()(((((((( ("(#(%(&()(r9Ov]*:dPP@kjY(KN#s0n>An>#I>snhhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHhhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`o(()h ^`OJQJo(hpLp^p`L.h@ @ ^@ `.h^`.hL^`L.h^`.h^`.hPLP^P`L.hhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHhhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHhhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHhhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHI>s@r9Y(KAns0n]*:                                                               RK ()45%&hil!"!!!s"t"$$$%%&&)(@Xy ((P@Unknown angharadjGz Times New Roman5Symbol3& z Arial5& zaTahoma;Wingdings?5 z Courier New"1hTfTfIf"H"H#74d(( 2qHP?K2 Summary Impact Evaluation Reportcdf1 Windows XP,        Oh+'0 $0 P \ h t$Summary Impact Evaluation Reportcdf1Normal Windows XP2Microsoft Office Word@@^@ u:@ u:"՜.+,D՜.+,t0 hp  ,Canterbury Christ Church University CollegeH( !Summary Impact Evaluation Report Title(X` _PID_HLINKS_NewReviewCycleAdqmailto:ppd@tda.gov.uk|  !"#$%&'()*+,-./012356789:;<=>?@ABCDEFGHJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmopqrstuwxyz{|}Root Entry FpK:Data 4(1TableI@IWordDocument.fSummaryInformation(nDocumentSummaryInformation8vCompObjq  FMicrosoft Office Word Document MSWordDocWord.Document.89q