ࡱ> ')$%&q` bjbjqPqP k::w%fffffff$.@.@.@P~@ AB:B"BBBjD"D D$-h f:GfDjD:G:G ffBBh*LLL:GfBfBL:GLLzff BB 0~'T.@NI|j4I<>I f D2EhLETELDDD bLjDDD:G:G:G:G8.@.@ffffff PPD Impact evaluation  INCLUDEPICTURE "cid:image001.gif@01C679BB.EFFA4780" \* MERGEFORMATINET  summary report  SHAPE \* MERGEFORMAT  Provider name: University of East London November 2006  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? Our funding application was constructed in consultation with partnership Local Authorities and participants undertaking the programme. The MA programme was revalidated and revised in July 2004 in response to consultation, and participants enrolled on the new programme from September 2005. This evaluation is in relation to the revised programme, details of which are outlined in the bid for 2006 9, rather than the details outlined in our bid for 2002-5 or the interim bid 2003-6. The biggest issue for this programme is recruitment (which will be discussed later). There are not sufficient numbers of participants for statistical data to be very meaningful and this evaluation is mainly informed by qualitative analysis. Have you addressed pupil learning experiences? The MA in Education and Development programme is designed specifically for educational professionals who wish to engage critically with new developments in teaching, and develop practice in their work context with academic and practical rigour. The programme focuses on key educational processes underpinning the development of learning and teaching and the positive management of change: critical analysis and reflection critical enquiry and research action planning and evaluation collaborative learning Engagement in these processes will enable participants to: Develop their understanding of current thinking in relation to research and professional policy and practice Develop participants ability to analyse, critique and develop their own and others practice Develop intellectual, organisational, personal, communication and professional skills Design and use research to contribute to improving practice in the context of their own role All modules provide opportunities for addressing pupil learning experiences and for participants to identify an issue in relation to this which is of immediate concern to them in their context. Some module are directly concerned with pupil learning experiences and some have indirect impact: Clarifying professional concerns: participants keep a reflective journal which focuses upon analysing their teaching and which identifies one aspect which they wish to develop. They then plan their professional learning in relation to this. Research and Professional Practice: this module focuses upon action research and participants plan to address an aspect of practice using this methodology Culture and Diversity: this focuses upon a consultancy report which may be directly concerned with issues of learning and teaching in the classroom or which may be less directly concerned through a focus upon wider school issues Pedagogy and learning: this includes the design and evaluation of an instructional resource Mentoring and coaching: this indirectly impact on pupils learning as the focus is upon developing the quality of teaching for new entrants to the profession and for colleagues Leading learning: this indirectly impact on pupils learning as the focus is upon leading curriculum development and planning Practice based enquiry: this can be directly or indirectly related to pupil learning depending upon whether the focus is upon subject knowledge / pedagogy or concerning leadership or whole school policy. What evidence do you have to support this judgement? End of module evaluation forms. These are used as a tool for reflection at the end of each module where participants are asked to evaluate the module and the impact it has had upon their own learning and development and their pupils and/or school Participants assessed portfolios. These include planning for and reflection upon participants own learning both during the module and how they will build on this in the future. Assessed portolios also give detailed information about initiatives and changes that participants have made to their practice and what they have achieved and plan to achieve in their practice Participants dissertations: These take the form of rigorous research projects carried out in the participants school or LA and report both reflection and planning for the participants learning as well as classroom and school based initiatives. Partner feedback. This is generally gathered through meetings with personnel and head teachers in partnership LAs. External examiner reports. The UEL annual QA reporting process for the programme The programme committee which meets once a term. There is a committee for all participants after the last session of each module and a committee for tutors and partners where participants views are shared. Both meetings have the same agenda. How did you collect and analyse the evidence? The end of module evaluation forms give a summarise account of the focus of the initiatives and impact made as a result of the module and this is collated for analysis. Assessed portfolios and dissertations are used to inform the analysis of collated data if there are particularly interesting examples of impact or if more information is needed. One of the assessment criteria for the programme is Development of Professional Practice and the feedback under this criteria is also collated for analysis along with the percentage grades. Whom did you consult? Participants LA Colleagues School Managers MA team  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? Evidence pertaining to this section was collected and anlaysed as outlined under question 1 above. Bullet points under each heading are a selection of statements from the end of module evaluations completed by participants. The Programme aims outlined in the original bid were to: identify and respond to individual CPD needs of participants This was achieved in relation to the participants on the programme. The first modules enabled them to engage with understanding and planning their own CPD and the modules provided an opportunity for participants to address their own concerns. In particular the reflective journal and supporting activitiers to develop critical reflection, and the use of the Honey and Mumford learning styles questionnaire had received positive feedback from participants who have found it a useful vehicle for talking analysing and talking about their learning whilst recognizing the limitations of such a model. The reflective journal has made me think differently about my professional development and how I define needs and interests and has been liberating. I found the approach and content very stimulating and relevant to my interests. The guidance about critical reflection has given me a useful way of thinking about my teaching and issues in school which I will use in the future The most helpful aspects of the module were in identifying my strengths and weaknesses I enjoyed the philosophical statement readings and activities they have widened my interests and made me think differently about my development needs. The main topics of study were most appropriate to my professionals needs, as it fits in well with my current professional role, allowing me to contemplate a better understand the complexities of theory and practise involved in mentoring and coaching. This module has made me more aware of my professional development needs. This module was perfectly timed as the school needed some work in this area. ensure focus of educational development links directly to the raising of pupil achievement in learning As outlined under question 1, all modules link to the raising of achievement, some more directly through a direct focus upon learning and teaching, and some indirectly through a focus upon school policy and other initiatives and the development of practice How has this module impacted upon your work in school? (selection of responses across all modules) It has changed the way I plan for teaching reading I have been able to develop more interactive ways of teaching numeracy It has made me think differently about systems for managing challenging behaviour in the school but I have not been able to do anything about this. I have presented my research at a staff meeting and this has started a discussion about how we start the day in key stage 1 It has helped me to develop our homework policy in a more meaningful way. I have been able to make suggestions about the way we communicate across the school and in the way e-mail is used I have a better understanding of the assessment of science process skills I have changed the ways in which I make reading available to boys in my class and the types of reading available I have restructured the NQT programme for our borough to include some focus on general pedagogy and understanding learning as well as subject knowledge The module has also had an impressionable impact on my work in school, as my studies and research ideas are already implemented in our current practice. This has enabled me to feel more confident and expert in matters dealing with mentoring and coaching at my school. The most useful part of the module was actually highlighting the problem and then planning how I would make the change provide a structure which supports LEAs/schools/participants to shape and adapt programmes to meet their development needs and interests The programme has been validated so that cohorts of participants through schools /Las can negotiate the content, learning outcomes and assessment processes. So far there has been very little take up on this (one group looking at developing science in KS2 who did not complete for credit). This is part of a wider issue concerning publicity and recruitment for the programme which will be addressed later in this evaluation. In light of the poor response to this facility, an LA specific AEL process has been developed in collaboration with LAs which will provide opportunities for school and LA CPD to be linked to credit. support a culture of enquiry and scholarship through workshops, seminars lectures and learning networks A culture of scholarship and enquiry has been supported for participants on the programme. Module groups have formed effective and strong learning sets but numbers have not been sufficient to develop wider networks through, for example, the UEL WEbCT facility. Use has been made of existing networks in LAs and through professional organisations and participants have been encouraged to explore and engage with these. WebCT will be developed as a networking facility as well as a repository for programme information during next term (Spring 2007). This willinclpude a link to the ipda (international Professional development Association) CPD web links resource which includes professional networks and associations. We were provided with lots of opportunities to discuss work with colleagues + to e-mail tutors and email to have written feedback from tutors. Opportunities for us to support each other and act as critical friends in sessions has helped me to change how I work with and support colleagues in school I have a more critical view of education and the things we are asked to do and can understand them in a bigger context which can be helpful. I really feel I have understood what it is to reflect critically rather than just think about teaching. I feel more confident about understanding the bigger picture and making sense of issues on different levels rather than getting bogged down in the small details of my own department It has given me the tools to develop professionally in any situation The critical analysis of incidents has enabled me to look at my own practice in a more thorough way I feel more informed and can give a clearer rationale for my actions in school I can talk about my practice and issues that I have addressed in more detail and with more knowledge rather than intuition provide access to current research through literature and networking The production of reading packs this year has received very positive feedback. The range of journal subscriptions has also been increased in relation to this programme and participants are coached in developing search skills for the library and internet. The first module includes a session on the critical reading of research reports and policy documents. I have gained wider knowledge in order to apply myself more effectively to my professional practise. I have improved in terms of critiquing and analysing researchers views and I am able to understand academic writers point of views. The readings were very useful and made me think Researching articles relating to work in school has been useful I have found it very useful to read research and articles to help address issues in school provide support for education professionals actively engaged in research and development work The programme provides a high level of tutor support, particularly for the first two modules. Activities in module sessions engage participants in the processes of research and development work. This is further supported through e-mail contact with tutors in between module sessions and tutorials at the end of the module. Excellent support from tutors. E-mail support and formative feedback was good and really made me think The guidance about critical reflection has given me a useful way of thinking about my teaching and issues in school which I will use in the future thought that both the lecturers were lovely and very supportive. They gave instant feed back to work and help in every way possible. Just want to say thank you. I am more systematic in analysing and planning to address issues I will be more likely to look for research and reading to help me to address issues in school and to understand my practice I have a more critical understanding of the way data is collected and used in education particularly with respect to league tables and assessment I will take time to think more systematically about my teaching it was good to research an area outside of my usual responsibilities i.e. class teacher, maths co-ordinator. My interest in the work of the classroom assistants has had positive benefits all round. ideas explored during study were implemented in practice. train education professionals in the skills of presenting and disseminating the outcomes of research and of reporting findings to a range of stakeholders in a variety of contexts. Participants have opportunities in module sessions to present work in progress. The first two modules had a presentation as part of the assessed portfolio, however, this was proving to be difficult in terms of the time it took for everyne to make a short presentation and there were difficulties in the assessment of presentations, particularly with moderating. In light o this the presentation aspect of the assessment has been taken out for the time being whilst the team rethink how to better address the issues. All the feedback from participants in relation to dissemination is centered upon school opportunities through staff meetings, staff development days and staff room interactions. The MA team are in the process of compiling case studies to promote the programme and to disseminate information about what participants have done inn their schools. This is an area which the team will focus on to develop further.  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 aims and learning outcomes of the programme have been revised and will be revalidated next term. This was in response to comments from external advisors at the validation of the distance learning version of the programme and in response to comments from stakeholders. There were three issues to be addressed: the current aims and, more particularly learning outcomes, needed to convey a more rigorous focus upon the research elements of the programme in relation to expectations at ,masters level the work based nature of the programme and its relevance to work in schools needed to be made more explicit. The programme does not at present provide opportunities for the formal development of presentation skills The revised aims are to: provide a programme which supports participants and educational settings to meet their development needs and interests with academic and practical rigour provide opportunities for education professionals to develop their professional knowledge and understanding in relation to their current and developing roles in the workplace focus on key educational processes underpinning development and action, such as critical analysis and reflection, research and scholarship, learning and teaching, assessment and evaluation, and collaborative learning. provide access to current knowledge, thinking and practice in the field of education provide opportunities for collaborative learning through structured activities and tutor support. enable education professionals to achieve greater recognition and credit for their work in the form of advanced professional qualifications at Master's level To provide opportunities for LA and school based CPD activities to be incorporated into a planned programme of study at masters level There are also three other programme objectives which will be a particular focus of development in the coming year: raising the standard of achievement of participants this is likely to include The provision of a pre masters course in study skills and writing at masters level, particularly for participants with English as a second language and for participants who have been primarily educated and/or trained overseas. A pre masters course in presentation and dissemination skills. More active involvement and engagement of stakeholders in the development of the programme and in supporting participants to undertake study at masters level A focus on publicity and recruitment  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?  A significant area that was not anticipated has been in the way in which teachers who were predominantly educated and/or trained overseas have felt that their perception of education in the UK has changed, particularly in relation to pedagogy and the role of the teacher. At the moment the evidence for this is anecdotal and comes entirely from the outcomes of discussion in module sessions which have been reported by tutors. The team will seek to explore this aspect of programme impact during the coming year. There is also evidence of impact upon colleagues of participants who have either been involved in the focus of enquiry or whose own practice has changed as a result of hearing about it. Some of the evidence for this has come through end of module evaluations, some from head teachers, some from participants in discussion and through assessed portfolios. In one case the impact has been the creation of a post in a school for ethnic minority achievement.  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? Please also see attached action plan.  The current programme was developed to address poor completion rates on the previous masters programme. The current programme has shown to be very successful in this and both the pedagogy and the structure of the modules and the assessment have received positive feedback and have resulted in a high completion rate. The biggest challenge is in getting this message across to stakeholders and in establishing a reputation as a quality local provider. The evidence for this is the low number of participants undertaking the programme. The development of the AEL process for credit rating CPD work in schools and LAs aims to: provide a vehicle for closer links between the UEL and LAs in CPD provision and provide opportunities for co-delivery and use of resources raise awareness of the relevance of the progarmme to work in LAs and schools provide an opportunity for MA tutors to demonstrate the quality of their work and the expertise they can bring to work in schools  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?  Collaborative funding has enabled: The employment of an ex head teacher on a part time basis to: Work with the programme leader to further develop links with LAs and schools and to visit more key personnel on a more regular basis. Develop higher quality collaboration with stakeholders Develop case studies and promotional packs for LAs and schools To run events to promote the programme and to consult with potential participants and other stakeholders The Programme leader has been able to: visit the schools of selected participants to review impact Collate and analyse impact questionnaires, evidence from assessed work and from tutors teaching experiences Liaise with LAs to develop the AEL/ credit rating process for LAs Attend and contribute to TDA and UCET meetings and conferences.  Helen Mitchell Director of CPD Programme leader for the MA in Education and Development November 2006 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 MA Programme in Education Department of Education Update on ACTION PLAN - Updated following MA team meeting 24.11.06 This updated action plan will feed into the revised action plan for 2006-7 to be completed as part of the current round of programme monitoring. Other sources to be drawn upon will be: September 2006's residential evaluation meeting, Unit Board minutes, meetings of course team members, feedback from partner schools, discussion with external examiners (both through formal reports and year-long dialogue and feedback), responses to external developments and reports of team members. ISSUES FOR ACTIONPROPOSED ACTION TO BE TAKEN BY RELEVANT STAFFTimetableProgress check November 2006Evaluation and QAUsing the results of the research project and evaluation residential to refine routine evaluation procedures (our equivalent of UEQs, Unit Boards etc..) - Course Team, partner, participant and school representatives, external examinersSeptember 2006Process is underway and continuesExpansion of school-based routeDevelopment of relationships with partner schools, potential partner schools and LEAs Southwark LEA colleagues CD/Co-ordinator Specific target numbers (total students per year) 2006/07 2007/08 55 65 Liaise with TDA re funding beyond 2007/8September 2006Hurlingham and Chelsea School (possibly with other partner schools in that area) started as a centre in September. Almost immediately, the LA announced its plan to close the school. Our response: stay loyal to the school and plan as clearly as possible for the future of participants (11) Aylwin Girls School (Harris Academy at Bermondsey) is to start work on the MA in spring 2007. Work continues with colleagues from Southwark. Some staff movement across school centres has been managed smoothly. Numbers for 2006/7 set to be around 65 by the end of the year. Talks beginning with Sedgehill School for September 2007. ISSUES FOR ACTIONPROPOSED ACTION TO BE TAKEN BY RELEVANT STAFFTimetableProgress check November 2006Learning ResourcesSystematise further procedures for affording access to participants. Produce a course-based booklet of information on resources and resource access. -CD and Senior Information OfficerMarch 2006Senior Information Officer has circulated information. Now built into Course and Unit Guides.Student Record SystemFinalise the 'fit' of the SRS with the MA Programme in Education and the school-based route. In particular, work out how to collect fees from individual students where this is needed. CA, CD and Collaborations Unit (Faculty, University). Ensure that SRS can produce reports on all aspects of student populations, in particular, reports of ethnicity, gender, disability etc..March 2006Completed. Billing procedures agreed with Finance and used routinelyPortfolios Requirements to be specified very explicitly (possibly to include the production of a short rationale/overview statement, without which the work could not be deemed a pass.) Requirements will make clear that verification statements are required. Discussion as to what constitutes verification - who should be authorised to verify - will continue to be see as problematic, as befits the reflexive nature of the course. Devise and make use of template to support assembly of portfolios. - Course team, school colleagues and external examiners (through school visits)February 2006Work continues on this aspect of QA. School-support forms are now used to enable participants to secure appropriate support for their activity in line with requirements of SBSF. Requirements for portfolio have also been changed with clearer guidance on inclusion of review of articles and learning journals ISSUES FOR ACTIONPROPOSED ACTION TO BE TAKEN BY RELEVANT STAFFTimetableProgress check November 2006Guidance for participants on choosing and writing assignments.Work within the MA team to devise ways of consistent emphasis on further developing frameworks that encourage and require critical engagement and reflection; Work with colleagues in UCET and elsewhere (TLA) to identify and share good practice; Review assessment and tutorial practices, focusing on such development; collection of the best essays from the various schools be made available for others to read; Clarify hand-in practices and implement consistently. Correct referencing: to be a specific focus of support for all units all unit guides to refer to students to sources of support: from the Course Guide; from tutors; from Information Officers at LSBU - Course Team, Senior Information Officer, External Examiners and colleagues from partner schools.September 2006Continuing. Issues with SBSF noted were raised at September evaluation conference. School-support form introduced. Continuing good progress Continuing Continuing Continuing Support for School-based activityEstablish a termly support group for school management, where managers from all the participating schools can come together to discuss managing the impact of the MA. - Course Director February 2007In progressDissertationsInclude clarification of the timing for completion of dissertations in updated documentation Further development of systematic support for dissertation students (e.g. extension of writing workshops) - Course TeamFebruary 2006Intense activity all year. Guidance in Course guide sharpened up and discussed at November course team meeting.  ISSUES FOR ACTIONPROPOSED ACTION TO BE TAKEN BY RELEVANT STAFFTimetableProgress check November 2006Staff DevelopmentDevelop peer-observation and exchange of practice within MA team Tutors to get a tour of, and general introduction to, each school together with information NOT available from the internet; Clarify role of link tutor (aide memoir sheets for school managers and participants) Training in the use of BlackBoard - Course Team, colleagues from partner schools. February 2006Efforts have been made to do this, but more still to be done. Some training in BlackBoard, but more needed. Aide memoir now used as basis for school-agreement forms and included in Course Guide.MA TeamExpand the MA teaching team to enable planning for future expansion and staff changes. Develop MA team capacity so that colleagues are also able to double up on units and understand each others areas of expertise. Identify and develop staff capacity within the department to prepare for the launch of a Primary MA.September 2006Now working with SOL consultants to develop capacity; also working with colleagues from across faculty to develop capacity to offer support for researching education unit. ISSUES FOR ACTIONPROPOSED ACTION TO BE TAKEN BY RELEVANT STAFFTimetableProgress check November 2006Teaching and LearningEncourage all schools to: hold residentials invest in (at least) the suggested core texts and consider subscribing to a relevant journal Seriously consider TLA submission. Devise and use Agreement Frameworks for making commitments of schools and University clear and explicit. - Course Team, colleagues from partner schools.February 2006Efforts have been made to do this; all new schools now required to complete a school-agreement form which makes all forms of support clear and explicit. All schools have held residentials for most recent units. Possibility for TLA submission has been made clear to all participants; as yet, not taken up, though there has been some interest. Personal Development Planning (PDP).Suggestions for changes to be incorporated in the next version of the PDP. - CD, Course teamJune 2006In progressA full-time route?Discussion is to continue over the possibility and advisability of introducing a full-time route either in September 2007 or some time after that. Decision to be made by January 2007January 2007No FT route for Sept 2006. A FT route thereafter has not been ruled out.A new PT route for MSc Mathematics Education?Build on the TAM course to recruit a cohort for a pt course at LSBU. Consider school-based aspects/ need to devise additional units with maths ed focusSeptember 2006 A new cohort of participants has enrolled onto the MA via our TAM course. These people may well continue beyond 2006/7 to complete the MSc route of the programme.     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