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Equally important, however, was the amount of support and guidance also provided by the LEA. As well as mentoring if deemed desirable, in two top-scoring LEAs, teachers also benefited from the input and advice of other professionals. In the second authority, primary school teachers had access to designated local headteachers who would provide training, advice and promote networking amongst the EPD participants.

At secondary-level, teachers were supported by consultants. For an approach with little central stipulation to work most successfully, therefore, it appeared necessary that the teachers were well supported by the LEA as well as their school, and given the required assistance to make optimal use of their EPD funding. More generally, the contribution of the LEA in ensuring the effectiveness of EPD should not be underestimated.

In the final year of the scheme, five LEAs showed a slight drop in the proportion of teachers registering that EPD had considerably impacted on their overall professional practices. Personnel from two of these LEAs admitted that their focus on the scheme had diminished somewhat since they had been informed of its imminent demise and they had perhaps invested less effort in its coordination. In the case of one authority, this meant that they dropped out of the top three LEAs for effect ratings, having been the highest ranking LEA in both the first and second year of the scheme. Thus, this experience underlines the instrumental role played by the LEA in promoting and driving forward programmes of this nature. The next section continues this theme, by looking at the contact between LEAs and participating schools.

Both LEAs made a more concerted effort cheap essays writing service to increase the involvement of, and communication with, schools during the course of the EPD pilot (e.

Similar trends were witnessed in other LEAs - effects ratings were greater during years where LEAs described having invested more in the dissemination of the scheme to schools, and where problems with communications were reported, ratings fell.

A cheap essays writing service proactive involvement with schools and their teachers thus helped elevate the profile of EPD and was positively associated with EPD outcomes. To sum up this section, the value of achieving an optimal configuration between the teacher, the school and the LEA can be illustrated by examining the evolution of EPD within a particular authority. Then, in the final year, there were changes in how the funding was allocated.

Monies had initially been retained centrally by the LEA and schools paraphrasing helper were required to invoice the LEA to reimburse EPD expenses used by teachers.

These changes perhaps explain the marked shifts in the effect ratings in this authority.

This meant that in year 3 of the EPD pilot, this LEA scored highest, over all other authorities, whereas previously it cheap essays writing service had lingered outside the top three LEAs. The chart overleaf collates the various roles coursework sample and tasks undertaken by the 12 LEAs to support the EPD initiative.

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Dissemination Informing teachers and schools about the EPD scheme. The evidence suggested that such dissemination raised the profde of the initiative and furnished participants with the information necessary to facilitate their involvement. This might be achieved via letters, the production of documentation (e. Meetings, which brought together teachers and mentors from different schools, were regarded by school-based interviewees as particularly valuable opportunities for professional networking and the sharing of ideas on how best to use EPD funds.

Promotion of professional development This could involve the following.

HEIs offering MAs), and then the communication of this information to participating teachers and mentors (e. It could incorporate visits, telephone or e-mail communication with schools and teachers on an individual basis to help them to take full advantage of EPD e. Monitoring and brokering Ensuring that those entitled to take part in the scheme were able to participate. Evaluation Undertaking or commissioning research into the experience and outcomes of EPD in their locality to inform future development.

Selection of EPD mentors In one LEA in particular, where interested teachers applied to and were selected by the authority to undertake the mentoring role. Additionally, these LEAs gave participants access to support networks and a degree of control over what their programmes entailed. Where the configuration between the LEA, schools and teachers was less well aligned, programmes were still successful but not to the extent of the highest performing LEAs. Nevertheless, although there was some variation in the extent of the outcomes teachers derived across the 12 pilot authorities, it is important to put the overall impact of the EPD scheme into perspective. In every LEA - both centralised and non- centralised approaches - the EPD experience was cheap essays writing service positive. The conceptualisations and commitment of the LEA personnel administering the initiative within their authorities must explain a substantial part of the success of the EPD pilot scheme. The EPD scheme made available ringfenced funding for the purpose of meeting the professional development needs of second and third year teachers. A mentor, school backing and further assistance from the LEA served as a three-pronged support network. The subsequent professional development undertaken was, therefore, very much targeted at the needs and priorities of individual teachers and as a result, their confidence levels were elevated and teaching practice improved.

From these effects sprung forth benefits for pupils in terms of their enjoyment of learning, motivation and progress. From undertaking development opportunities as part of EPD, teachers had an enhanced repertoire of professional skills, were imbued with greater confidence and registered greater commitment to teaching as a long-term career.

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