College application essay editing services
School support The support of the school for professional development emerged as one of the strongest predictors of the outcomes derived from EPD from the multivariate analyses of the teacher survey data.
The degree of school support was also an area where the experience of EPD teachers differed from that of the comparative sample, with EPD teachers recording significantly higher ratings for the level of school support extended to them than the comparative sample. The funding provided by the EPD scheme, as well help writing a argumentative essay as the involvement of the LEA, were also distinguishing features of EPD.
Thus, in addition to these, across the three types of analysis undertaken, the elements of EPD that emerged as instrumental in achieving outcomes were: mentoring, teacher autonomy and school support.
In addition to establishing the above as the facets that contributed overall to the impacts of EPD, the analysis presented here has also shown where the influence of each of these was strongest in generating effects. For example, in terms of impact on teaching practice, the influence of teacher autonomy was very strong along with mentoring for second year teachers, particularly in improving college application essay editing services classroom management. Teacher autonomy was also especially important for impacts on pupil learning. For their contribution to the school, the support of the school was particularly significant and, as section 2. The support of the school was very strongly associated with career-related outcomes as were autonomy and the advice of mentors, LEA and HEI personnel. And given the strength of the outcomes from the pilot, these show what can be achieved for the individual, the school and the profession if the teacher takes a directive role in their professional development with support from a mentor, their school and also their LEA. In short, it shows the benefits of a collaborative grassroots approach to professional development. Thus, the college application essay editing services experience cheap essay services of EPD offers valuable lessons to inform thinking on professional development at school and LEA-level.
None the less, it is important to acknowledge that, as well college application essay editing services as the philosophy behind EPD (autonomy, mentoring, school support, LEA support), the actual existence of the EPD scheme itself was an important feature in the outcomes derived.
The evidence would suggest that this feature was particularly important for commitment and retention. Granted, school support and autonomy were important, as well as the mentoring relationship. Those case-study interviewees for whom the main effect of EPD had been the impact on their career development or commitment most often related this to the scheme as a whole, with reference to how valued they felt that time, thought and funding had been targeted at their professional development. Furthermore, analysis of the EPD and comparative sample suggested that this could be a factor in the greater likelihood of EPD teachers remaining in the profession.
The benefits of college application essay editing services teacher autonomy are then examined by looking at how teachers subsequently rated the provision they experienced, in terms of its relevance and whether it met their professional development needs. Having explored the relationship between autonomy custom writing research papers and effective 82 PART FOUR experiences of professional development, the section concludes by highlighting the advantages of autonomy as articulated by case-study teachers.
Teacher autonomy in practice In all three years of the study, respondents to the teacher surveys generally indicated that they had been involved to a high degree in selecting their own programmes of EPD (for example, with an average rating of 4. This was substantiated by teachers in the case-study schools, in that the vast majority felt they had sufficient involvement in deciding how they would spend their EPD funding. Furthermore, only four out of 97 teachers interviewed in 2004 reported any dispute over their chosen activities (requests for laptops were turned down and one teacher encountered some resistance to attending a course because of the class disruption it might cause). Case-study interviews provided an avenue through which to explore how teacher autonomy worked in practice. In the vast majority of cases, the EPD teacher and their mentor or school had been jointly responsible for planning and refining professional development activities. In a smaller number of cases, the EPD teacher had been entirely self-directed, without significant input from their school. Thus, allowing teachers their autonomy did not appear to have been of detriment to schools, rather, EPD teachers were mindful of school needs, and ensured that their professional development activities would also profit their colleagues and their school. The relationship between autonomy and effective experiences of professional development Part three of this report relayed that teacher autonomy was a key factor that enabled teachers to achieve high outcomes from EPD.