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Gather operational data, and monitor and evaluate the programme’s impact on practice in schools.’ This information is required by TDA by 30 November 2006. The evaluation of the programme’s 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: UNIVERSITY OF WORCESTER  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 key objectives identified in our application for PPD funding were focussed upon:- improving the knowledge, understanding and practice of teachers; improving pupil performance; embedding improved practice in schools; developing teachers’ research and problem-solving skills; ensuring critical evaluation by teachers of a range of existing evidence and research findings. A varied and comprehensive range of evidence has been drawn upon by the Continuing Professional Development (CPD) Steering Group within the Institute of Education. This group is constituted by key stakeholders from the varied Local Authorities, and other agencies central to our CPD activity. The range of evidence has included:- Internal and externally verified audits of programmes within our Postgraduate Education Programme (PEP) course offer. The learning outcomes for all modules include a focus on the improvement of pupil learning experiences and performance. In planning and evaluating these modules, University tutors work very closely with Local Authority personnel (and other stakeholders) in ensuring that these learning outcomes are customised to relevant school contexts; school improvement plans; LA priorities and/or OFSTED reports. Each programme within our Postgraduate Education Programme (PEP) course offer is subject to the University’s rigorous quality assurance and quality enhancement mechanisms. A particular focus upon “pupil learning experiences” has been taken in reviewing the 2005-2006 feedback from External Examiners in arriving at our judgements on the effectiveness of our PEP programmes. Full reports on these programmes are available for scrutiny. Some key extracts from feedback illustrate our success in this area. “The work on inclusion showed very clear evidence of teaching that enhanced the students’ ability to improve their classroom practice” (Examiners report on Module: The Role of The SENCO: 2005-2006); “Students showed high levels of ability in investigating the benefits of varied approaches to teaching physical development in the early years, and in applying these in their settings” (Examiner’s report on Module: Evaluation of Professional Learning: The Early Years: 2005-2006) Qualitative and Quantitative feedback from our key stakeholders The University maintains institutional and systems-based data which is used to establish short and long term goals for CPD in our region. This database includes the demographic profile, as well as essential data provided by our LA partners such as pupil performance against national data, including benchmarking, along with records of areas where improvement has been identified or targeted. The key ‘formal’ mechanism for receiving and reviewing this data is the Institute of Education’s CPD Steering Group. This Group meets termly within the University, and is chaired by the Head of CPD, representing the Head of the Institute. Examples of feedback from our partners on the effectiveness of our programmes, with a key focus on pupil learning experience, have included, during the period under review:- The success in ‘take up’ of our programmes for primary teachers of Modern Foreign Languages (MFL), commented upon very favourably by three Local Authority partners, and reflected in very positive OFSTED reports upon primary and middle schools (reference: Steering Group minutes: 5th April 2006); The impact of programmes in Leadership and Management and Coaching and Mentoring, collaboratively taught with Herefordshire high schools, and referred to very positively in OFSTED reports on those schools (reference: Steering Group minutes: 24th January 2006) The impact of collaborative programmes taught at, for example, Sunfield School. Sunfield is a residential special school. Its OFSTED report (October 2006) drew attention to the “outstanding” links with the University and the school’s professional development centre, which provides degree level courses and professional training for its own, and other schools’, staff. ( HYPERLINK "http://www.sunfield.org.uk" www.sunfield.org.uk) Formal consultation is carried out in termly meetings between the Head of CPD and/or the designated CPD Co-ordinator and key partners. The minutes of these minutes are available for consultation. Set agenda items for these meetings are:- Key evidence of impact of programmes on developments within the Local Authority (or other context); OFSTED reports and implications; Other developments which link school/setting activity with our CPD provision. Members of the Steering Group submit annual reports to the Head of CPD, identifying key aspects of CPD provision that show impact upon pupil learning experiences. These are followed up in all cases by face to face or telephone interviews. The Head of the Institute of Education convenes regular meetings with relevant managers of Children’s Services, especially when new postholders are in place and when key priorities are being identified. Colleagues from our key partnerships have, in recent reports and surveys, identified the following examples of impact and effectiveness within our programmes:- The high number of Worcestershire LA schools being awarded recognition in the recent Leading Aspect awards, including one of the few awards (to Burlish Middle School, Stourport) for their in-school CPD provision; The recent Leading Aspect award given to Worcestershire LA, in recognition of its provision for NQTs, which dovetails closely with the University’s Accrediting the NQT Year provision; The high number of Worcestershire schools being awarded Arts Mark status (directly related to our provision within this area of activity); The progression to Senior Management posts of teachers undertaking Leadership and Management and Coaching and Mentoring programmes; The high number of Newly Qualified Teachers (across four of our partner local authorities) undertaking the accredited programme Accrediting the NQT Year as a first step towards PEP work; The CPD Leader carries out a twice-yearly ‘audit’ of key partners’ needs and LA priorities. We have examined with care the trends within the quantitative data available on our student population, and have proposed implications for our future recruitment drives. These trends are discussed in response to Question 5 (below) and can be summarised as:- High levels of recruitment amongst NQTs; Relatively low levels of recruitment amongst teachers in Years 1 – 4 of teaching; High levels of recruitment amongst teachers in Years 5 – 14 of teaching; Relatively low levels of recruitment amongst teachers in Years 15 – 34 of teaching; Relatively low levels of recruitment of teachers within Early Years, and Special School settings; Gender imbalances in recruitment, with particularly low numbers of male participants in Early Childhood and Special and Inclusive Education fields. The programme managers will continue to analyse this data, and its implications. Some initial recruitment strategies are outlined in response to Question 5. 3) Professional Learning Logs, completed by students on Postgraduate Education Programmes: A key mode of our gaining data and evidence has been the implementation of Professional Learning Logs, which are a compulsory requirement for each module within the PEP. Students are asked to address key questions at relevant stages of the modules. Examples of templates are included as Appendix A. These logs are systematically reviewed by:- relevant module tutors; leaders/managers of modules and programmes; Steering Group members (with permission of students; these reports are anonymised, and used for ‘impact’ information only); External Examiners and programme reviewers (again, for ‘information’ only) CPD Leaders within schools and the University (for general trends and impact implications, not for assessment purposes). Key questions relating to the impact upon pupil learning experiences include:- What impact has this module had on your professional practice? What impact do you think the module could have on your students’ learning in the future? Student responses to these prompts can be impressionistic, and we recognise the importance of following up and supporting this evidence with more quantitative data. But they provide important evidence to us of the effectiveness of our programmes, not least in achieving our key objectives of:- “embedding improved practice in schools”; “developing teachers’ research and problem solving skills”; “ensuring critical evaluation (by teachers) of a range of existing evidence” A student undertaking an Early Childhood module records: “A heightened understanding of Every Child Matters will ensure that this is always at the forefront of everything we do for children within our school. (The module) ensures that ECM is reflected in everything we do” One who has undertaken Special Educational Needs modules records: “I have a widened understanding of the people and agencies involved in inclusive schooling. I have a greater knowledge of the implications for teaching and learning for children with a variety of special educational needs, including ADHD, autistic spectrum disorders, sensory impairment” 4) Module/Course/Programme Reviews: In line with University protocols, each module results in reviews of student and staff feedback, where students and tutors give detailed feedback on how the modules and courses have achieved the relevant learning outcomes. These feed into the Annual Programme Report of all our PEP courses and the report for 2005-2006 have been drawn upon in this survey. For the purposes of this survey, a selected number of student reviews have been followed up by face to face and/or telephone surveys of a representative sample of students undertaking each module in the PEP programme. Conclusions: There is robust evidence, from the sources outlined above, that we are achieving our first two objectives very well, those of improving teachers’ knowledge, understanding and practice; improving pupil performance Our priority now is to consolidate and be secure in our achievement of the third objective, that of embedding improved practice in schools (and other settings). To this end, we will continue to develop and sustain the excellent partnerships we have established with local authority and other stakeholders. We have made significant progress in our achievement of our objectives of developing teachers’ research and problem solving skills and of ensuring critical evaluation by teachers of research evidence and findings. This progress is evidenced by:- Teachers’ achievement of relevant learning outcomes of our modules, confirmed by our External Examiners and external reviews; Increased engagement, and recruitment to, our ‘research’ focus modules and programmes, including those of our programmes linked to the Teacher Learning Academy, the National College for School Leadership and, increasingly, subject associations; The significantly increasing number of our PDP students who are progressing to both Masters’ level and Research degree registration. We have recently invested resources from within the University in:- the recruitment and development of research-active staff to work on PPD programmes; the fostering of a more explicit ‘research culture’ within the Institute of Education (staff conferences; resources for research ‘pump priming’; increased staff publication) to ensure that we have the capacity to promote and develop programmes that will work towards these objectives. . 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 evidence considered in response to Question 1 above leads us to assert that our original objectives were realistic. Our energies have been focussed upon those objectives that involved improving teachers’ knowledge, understanding and practice and improving pupil performance. We now need to continue to pursue even more vigorously our objectives of working towards a fully engaged research-based, problem solving and critically evaluating teaching force. We believe that this sits well with our Institutional Strategic Plan, and also with the shifting contexts in which our teachers and our local authority partners find themselves. Our recruitment shows our success in being responsive to the needs of our partners, and of our ability to adapt speedily to national and local priorities. Our objectives have stayed the same, but we have adjusted and customised them to reflect a need to be adaptable to current ‘drivers’ including:- The need to respond to the national Every Child Matters agenda, particularly (but not only) for those working in Early Childhood contexts, and in Special Education, where we have much established expertise within the University, as well as some very successful partnerships. The shifting emphasis in Primary Education towards Excellence and Enjoyment, and a wider focus on the whole curriculum (e.g.: we have worked in close collaboration with local authority Arts, Music and Religious Education in responding to the need for Subject Knowledge enhancement in these areas) The 14-19 agenda, in particular the skilling of secondary school teachers towards the changes in curriculum provision in that area. The increased need for Leadership and Management skills, including the development of our Coaching and Mentoring programmes to meet the needs of new performance and management priorities in schools, consequent on the emerging revised standards for classroom teachers and leaders; The increased need for MFL expertise in primary schools. We have worked in very close collaboration with LA partners, and other associations, in planning and implementing the rapid training in time for the National Languages Strategy implementation. The above responses have resulted in buoyant recruitment, and colleagues have worked hard in responding to these emergent priorities.  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? All of our objectives are ongoing. Our evaluation, and the subsequent review of our objectives, has led us to look more critically at our objectives, and to refine and clarify them. Other important factors in this reprioritisation have been:- National trends; The needs and priorities of our key stakeholders. For example: Objective (a): Improving the knowledge, understanding and practice of teachers. Since the original framing of our PPD bid, the knowledge required of teachers has been developed and refined by such national changes as:- The development of the Extended Schools Agenda; The embedding within school practice of the Every Child Matters agenda; The emergence of the revised Standards for teachers at various stages of their career; The changes in the demands on teachers in the Foundation Stage and in Key Stage 1 (consequent upon, for example, the ECM agenda; the Rose Review on Early Reading); The changes brought about by the revision of the National Primary Strategy and the National Languages Strategy; The developments in 14-19 Education, and the increased need for education-employment links, and for secondary school teachers’ knowledge of the content of the new Diplomas. (Source: Summary of audit of Local Authority needs and priorities: July 2006) The above changes, and other shifts in the educational landscape, mean that our key objectives will remain unchanged, but that the “knowledge, understanding and practice” will change and emerge. Therefore, we will continue to work with local authority and, increasingly, with other, more diverse agencies to refine our course offer. Key features of our evaluation exercise which have led to the ‘reprioritisation’ of certain kinds of knowledge-based objectives have included:- Evidence from audits of need with our LA partners that teachers want more extended subject based programmes in, for example, primary school Foundation subjects, such as Arts education; Music; Digital Media; Religious Education; MFL; Audits of knowledge needs within three LAs (Worcestershire; Herefordshire; Warwickshire) revealed that Assessment for Learning was a priority for teachers (in primary and secondary schools); Analysis of feedback from students reveals that an area in which they need help and support is in the evaluation and analysis of up to date research, and in the implementation of workable methods of classroom enquiry; Analysis of feedback from students, from audits of LA need and from meetings between University colleagues and Local Authority personnel make a well articulated case for the need for teachers to be given the knowledge, skills and practices for them to work, increasingly, in inter-professional contexts, and to communicate with a wider range of colleagues. This point is well exemplified and illustrated by a report from a Senior Local Authority Officer in a written communication: “Teachers are going to have to get used to working with a wider group of colleagues, in many different contexts. Programmes and modules need to help them in this kind of multi-professional working. There is an urgency to that, and that is the real value of our University partnerships” (Source: Written summary of LA needs analysis: September 2006) Objective (b) Improving pupil performance: The general thrust of our original funding bid remains in place, but our constant monitoring of key partners’ needs takes place in the context of the stakeholder activities outlined above (University’s CPD Steering Group; regular audits and needs analyses; analyses of feedback from students and stakeholders) and also in the less formal networking that is undertaken by CPD managers and other University staff in their day to day contacts with schools and other settings. Recent changes, and shifts in emphasis, that impact on our work to improve pupil performance are:- Recent drives in one of our partner LAs towards raising the performance of pupils in small rural secondary schools (of which we have a high number compared to national school populations); The needs of a few schools that have newly emerged from ‘special measures’; The drive within two of our LAs towards enhancing provision for Gifted and Talented pupils; The needs of the increasing numbers of schools in our major LA partnerships who have gained Specialist School status; The current drive towards the training of teachers to teach MFL in the primary school; Increased demands from our partners for training in Citizenship; PE and Health related studies; Digital Literacies. Objective ( c ): Embedding improved practice in schools: Our objectives in this area will now focus upon the consolidation of the changes that have been brought about, with our partners, in their schools. The diminishing of much of the ‘central’ training that was a main feature of the National Strategy training in primary and secondary schools has meant more of a role for the sustained school-focussed training that our PEP modules lend themselves well to. A significant majority of our secondary school students are working in school-based groups and clusters. This mode of training is one that we are seeking to develop and extend in the primary/middle school sectors. Key growth areas within our course offer relate closely to this ‘embedding’ and dissemination of good practice. They are in the areas of:- Coaching and Mentoring; Leadership and Management - with focuses upon Early Childhood schools and settings; primary school ‘middle management’; Early Professional Development, building upon the achievements of teachers who are choosing to accredit their NQT year, and enabling them to pursue subject or curriculum area strengths and interests; Inter-professional/multi-professional working – and the roles and relationships consequent upon the Extended Schools and the ECM agendas. The quantitative data reviewed in response to Question 1 (summarised on Page 4 above) has led us to some searching questions about our patterns of recruitment, and the extent to which we are impacting on practice amongst certain sections of the teaching population. We are far from complacent about the:- Relatively low levels of recruitment (as yet) amongst teachers in Years 1 -4 and Years 15 – 34 of teaching; Relatively low levels of recruitment of teachers working in early years schools and settings; Relatively low levels of recruitment amongst male teachers, especially in the areas of early years education and of special and inclusive education. These patterns are being robustly addressed by the Management Team within the Institute of Education. Some recruitment and provision strategies are outlined in response to Question 5 below (issues of provision). Objectives (d) and (e): Research/problem solving skills; critical evaluation of evidence and research findings: As outlined above, the work within these objectives are probably the significant ‘growth points’ in our work and projected developments. Along with the factors illustrated above, including the increased emphasis within the Institute of Education (and the University as a whole) on research and evidence-based teaching, there will also be opportunities to ‘fine tune’ these objectives through:- The forthcoming Review and Re-Validation of our PEP Programme; The offering of Masters’ modules within our Initial Teacher Training (ITT) programmes for the Primary and Secondary PGCE. The above will be a very important move for us in developing and socialising our graduates into Postgraduate work, and in maintaining our buoyant recruitment levels. Notes: the insights in this section are based upon the evidence bases outlined at the beginning of the response to Question 1, and upon interviews and questionnaires completed by the Institute Management Team (IMT) and Programme Leaders of PEP and ITT programmes within the Institute.  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?  Areas of impact on which we have a good evidence base, that were not originally anticipated are concerned with:- Positive ‘take up’ of our PEP Programmes by school-based and school focused groups, especially in secondary schools: With the support and encouragement of some of our key LA partners, there has been very positive and encouraging take up of some of our PEP programmes by school based and school focussed ‘clusters’. These are predominantly in secondary and high schools (though we are increasing our recruitment in middle and larger primary schools) and recruitment trends, and registration data, show that the main programmes attracting such cohorts are in the areas of:- School Improvement; Supporting Professional Development; Coaching and Mentoring; Leadership and Management. Statistical data on locations of students provide the quantitative evidence on this trend. The qualitative data in the Professional Learning Logs provide us with the kinds of evidence about the value of such learning for teachers. The participants whose perceptions are outlined below are, respectively, a Deputy Head in a large rural high school and a second year teacher who has proceeded from a module Accrediting the NQT Year to a module on School Improvement:- “Working together as a group of staff has made it much more valuable. With S (University tutor) we have been able to look at REAL problems and try and find solutions that we all had some ownership of” “It has been great for me to sit and learn with senior members of staff, including members of the management team. I have felt a real part of the school decision makers. Writing up has been a chore sometimes, but it has made me read and think about the problems I have felt it has all followed on well from my PGCE to the NQT work to this” This pattern of provision has been very favourably commented upon in formal and informal evaluations by school managers, LA Inspectors and other stakeholders. This school based approach has worked particularly well in our distant, rural areas. It has also enabled the clustering of staff from various schools, which have often been isolated from high quality CPD opportunities. An unforeseen advantage has been that University staff have genuinely benefited from in-school involvement on a sustained basis. This school based provision is being extended in the primary/middle school sectors (see below: Question 5) Positive ‘take up’ of our PEP Programmes by NQTs: Again, the support of LA partners has resulted in very positive recruitment to our module Accrediting the NQT Year, and we have recruited well amongst our own graduating NQTs, some of whom study at a distance in various parts of the United Kingdom. We have also successfully recruited to this programme from NQTs ‘arriving’ at our partner LAs. Our statistical data shows that a high percentage of our 2006 ‘leavers’ were recruited to the NQT programme. This has the very positive effects of:- Getting the teachers started on their CPD career; Providing continuity for them in their learning experiences; Giving University staff the satisfying experience of seeing progression in their students’ study; Facilitating some very positive collaborative work between LA personnel and University staff, who contribute to training events throughout the NQT year. Feedback on the NQT module, evidenced in student feedback, is extremely positive. At the completion of that module, students have an opportunity to continue towards postgraduate qualifications and increasing numbers are taking up this offer. We are setting higher targets for recruitment to this module in 2006-2007 (See below: Question 5) Development of our Primary MFL Partnership Programmes: This programme has been one of the genuine success stories of this PPD bidding round. A national priority - the training of sufficient primary school teachers to deliver the Government’s ambitious Languages Strategy - has been adopted by Local Authority partners, who have worked very collaboratively with University staff in designing, implementing and recruiting to a programme which has achieved very high levels of satisfaction amongst participants and school leaders. To date, four of our LA partners have commissioned the programmes, with 24 so far being recruited to PEP programmes. A further 250 teachers will be recruited during the next round of training. This has been a very good model of joint LA/University work. National recognition of our success has resulted in the recent awarding of CILT’s Regional Support Group status to the University’s MFL team. Evidence of the success of this work -from statistical data; from qualitative evidence; from emerging results from school OFSTED inspections - encourage us to adapt this model of:- Perceiving strong ‘national’ drivers; Strong collaborative partnerships with LAs and other stakeholders; High levels of recruitment to PEP programmes (with anticipated progression to Masters’ level work) Opportunities for staff development for University tutors For other developments (see Question 5)  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.  Changes and modifications as a result of the evidence and evaluations summarised above can be grouped in terms of changes:- Relating to original objectives of PPD programme; Relating to programmes; Relating to provision. In relation to the ORIGINAL OBJECTIVES OF THE PPD PROGRAMME, evidence collected and analysed from verified audits of our PEP programme (External Examiners’ reports; achievement of learning outcomes; quantitative feedback from our key stakeholders; student feedback) give us clear evidence that:- Our central objectives relating to teachers’ knowledge, understanding and practice; improving pupil performance; embedding improved practice in schools are being achieved; There has been development in teachers’ ability to develop research and problem solving skills; There has been development in teachers’ ability to critically evaluate a range of evidence and research findings. CHANGES WE HAVE MADE/ARE MAKING:- Increasing the engagement of teachers with research focussed modules; Developing links with other agents of ‘research engagement’ e.g.: Teacher Learning Academy; National College for School Leadership; subject associations; The recruitment and encouragement of research active staff to teach CPD programmes; The fostering of an explicit ‘research culture’ within the Institute of Education in general and our CPD provision in particular; An explicit ‘pathway’ from research focused ITT programmes to NQT provision to sustained Masters’ level work. In relation to PROGRAMMES, Evidence collected and analysed from External Examiner’ reports, quantitative and qualitative feedback from key stakeholders, including LA managers, school leaders, OFSTED inspections and course participants; statistical data on recruitment and retention, give us clear evidence that we are recruiting buoyantly to programmes that:- meet current National priorities - e.g.: Modern Foreign Languages; meet school’s needs in terms of current changes and challenges – e.g.: School Improvement; Coaching and Mentoring; Supporting Professional Development; build upon the University’s high reputation in certain areas of activity – e.g.: Special Educational Needs; Early Childhood Education CHANGES WE HAVE MADE/ARE MAKING: Continue to develop programmes that meet National priorities; Continue to respond to our partner schools/settings needs, in responding to changes and challenges; Build upon key areas of expertise in the University e.g.: the Arts; Digital Media; inter-professional and multi-professional modes of working. In relation to PROVISION, Evidence collected and analysed from key stakeholders; recruitment and retention data; course participants – through feedback and Quality Assurance mechanisms/Professional Learning Logs; national benchmarking data, give us clear evidence that our provision is successful when we:- Enable teachers to work in supported groups, usually at the level of the school, department, or cluster of schools; Enable continuity – e.g.: from ITT to NQT to opportunities for Masters’ level work; Facilitate work that is convenient to teachers, overcoming the hurdles of travel (in largely rural areas); Work collaboratively with LA staff and other key partners; Assist practitioners in working on new roles and contexts e.g.: teachers working in multi-professional contexts. CHANGES WE HAVE MADE/ARE MAKING: Continue to work in ways that support teachers in working collaboratively; Continue to develop experiences that give teachers progression in their learning and development; Develop increasingly ‘user friendly’ ways of working; Develop high levels of response and collaboration with a varied range of stakeholders/partners; Develop PPD opportunities that will contribute to the new roles and contexts that teachers are engaging in. In conclusion, the quantitative data on our recruitment patterns so far have led the Management Team of the Institute, and the PEP programme, to address with urgency the ‘gaps’ in our recruitment, which are outlined above (pages 4 and 10). These can be summarised:- The low levels of participation by teachers in Years 1 – 4 of their careers will lead us to evaluate our provision and recruitment strategies in terms of early professional development; The low levels of participation by teachers in Years 15 – 34 will lead us to review, with our key partners, the needs and aspirations of mid to late career teachers, and to plan our strategies accordingly; The low levels of participation amongst early years practitioners is already leading to some detailed work with our partners as to the needs and aspirations of teachers in this sector; The gender imbalance in recruitment to date, whilst reflecting such an imbalance in the teaching force, will be analysed, and issues of provision and recruitment addressed urgently.  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 supported:- The part-appointment of an experienced CPD leader from a local secondary school, who has worked in close collaboration with the Head of CPD, other University staff and LA personnel in needs identification and analysis; networking with LA stakeholders; developing and teaching relevant CPD programmes. The maintenance of termly visits and consultations with LA partners and other CPD stakeholders by the Head of CPD and the CPD Co-ordinator. The release of time for a CPD Co-ordinator within each of the Institute of Education’s Centres (Early Childhood; Leadership and Management; Education Studies; Primary; Secondary). These colleagues assist the Head of CPD in:- Monitoring needs and priorities within their specialist area; Network with key agents in their area, at local and national levels; Develop key CPD initiatives in their specialist area. The funding of an annual conference between University staff and key stakeholders to share good practice and key priorities in CPD (the next conference is in March 2007); Supporting the work of the CPD Steering Group, which meets on a termly basis to share key developments and priorities and jointly identify national and local needs and developments; The maintenance of University staff’s liaison with National bodies (TDA; UCET) as well as regional networks (e.g.: West Midlands HEI PPD providers) Each of the above initiatives has enabled partnership at a local and national level, and particularly valuable has been the benchmarking with other PPD providers.  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 APPENDIX A –PROFESSIONAL LEARNING LOG (LETTER TO STUDENTS) Dear Students Welcome to AMS……………….. As a requirement for recording your progress through this module you are asked to complete the accompanying professional learning log. The purpose of the log is to provide you with a framework for recording your professional learning. It is designed to help you to make explicit your progress as you undertake activities related to your area of interest or professional enquiry. It should also support you as you complete the assignment task for the module. The first stage of this log should be completed as you begin your studies. You will then use the log to report on the progress you have made at the end of the term. You are also encouraged to identify and record any significant learning experiences/incidents as the term progresses. This professional learning log becomes not only a record of your own professional learning but is also submitted to the university to demonstrate the progress you are making with your module. This information will be used by the university to report to the TDA on the progress of all teachers engaged in our Postgraduate Education Programme (PEP). Phillip Chambers, PhD PEP Course Leader APPENDIX A – TEMPLATE FOR PROFESSIONAL LEARNING LOG University of Worcester Postgraduate Education Programme Professional Learning Log Name………………………………………………..Student Number…………….. Contact Details Work…………………………………………Home……………………………….… Mobile…………………………………………email………………………….……… Module: AMS………….. Start Date ……………………………. Area of Interest/Professional Enquiry ……………………………………………………………………………………….…………………………………………………………………………………………..… ………………………………………………………………………………………..… Key questions/issues to consider ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Key reading (this is to be an on-going record) 1. 2. 3. 4. 5. 6. Ongoing progress. (e.g. identify and record significant learnings or critical incidents) …………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………………………………… …………………………..………………………………………………………….… Date………………………. Reflection on progress at the end of the term. You may like to reflect on your progress in light of the following questions. What impact has my study made on my personal and professional learning? What is the potential impact of my study on my students’ learning outcomes? What is the potential impact of my study in my school/setting? What other activities/reading will I engage in to complete this module? …………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….… ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..……………..… Signed………………………………… Date…………………… Tutor………………………………. Date……………………..     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