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In the final year of the pilot, three-quarters of teachers surveyed registered that EPD had considerably affected their ability to contribute to their colleagues and the school.
In a further enquiry, over half of the mentor survey sample in the third year of the pilot identified a wider impact of EPD within the school, with mentors who were headteachers or deputy heads most frequently expressing this view. Virtually all of the impacts described were positive and included the following. EPD spurring others to consider more keenly their own development and the opportunities available, or changing systems for provision of professional development within paraphrasing helper the school. Impacts on the management and structures of the school occurred since the pilot gave teachers opportunities to enhance directly both academic and pastoral aspects of school life for their colleagues and pupils. The outcomes teachers derived from EPD activities increased their confidence, improved their practice and gave a clearer idea of their preferred career path, which then served as the vital step towards teachers becoming more active within the school college essay online help and, beyond that, to further impacts at a whole-school level. For teacher survey respondents, this was the highest college essay online help ranking outcome in 2004 from a list of 12. This is a notable finding and it confirms that EPD was not solely benefiting participating teachers.
To some degree though, the outcomes experienced by mentors themselves were more variable than those experienced by teachers and schools. This could be explained by the characteristics of the mentoring sample - predominately long-serving, senior members of staff with previous mentoring experience - and the manageability issues associated with the role. Over a range of 12 outcomes, EPD teachers registered a higher level of impact in every case, with statistically significant differences between their ratings and those of the comparative teachers. Considered in terms of the 96,000 teachers early in their careers in England (DfES, 2003), then this difference of 1 1 percentage points might be seen to represent a sizeable number. Through the statistical analysis of the teacher survey data (including the use of multivariate techniques), scrutiny of the interviews conducted in case-study schools and a comparison of the experiences of the EPD and comparative samples, the following college essay online help key characteristics emerged as pivotal in generating outcomes from EPD. For third year teachers, the relationship was less influential, though remained valuable in terms of how teachers related to their careers: their commitment, their morale and their desire to develop professionally. Effective practices in Early Professional Development The research investigated how the factors found to be instrumental in achieving outcomes from EPD operated in practice. In doing so, the intention was to highlight the elements found to work well and any associated issues.
In the vast majority of cases, the EPD teacher and their mentor had planned the professional development activities together.
VII EXECUTIVE SUMMARY Thus, both the teacher and the school played a vital part in transposing effects from one to the other. Around three-quarters of all teachers involved in the scheme had a mentor each year.
There was evidence that to gain most from the mentoring relationship, teachers should have involvement in selecting their mentor and have the additional support of regular meetings.
However, the manageability of the role was a central issue for mentors each year. Seven out of ten mentors reported experiencing some degree of difficulty with the time or workload involved in undertaking their role. This was of concern, particularly since the mentor was found to play a critical role in helping both teachers and the school derive outcomes from EPD. Effective training for mentors was found to alleviate some of the issues surrounding workload. Where EPD was particularly successful, LEAs took an inclusive approach - involving schools and teachers so that they felt fully informed about and involved in the scheme. Additionally, these LEAs gave participants access to support networks and 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. The transmission of effects starts with the immediate recipient of EPD, the teacher, before transferring to their pupils, their colleagues, the school and also to the wider teaching profession. In short, it shows the benefits of a collaborative, grassroots approach to professional development. The EPD scheme as documented in this summary was discontinued after the three- year pilot. Looking into the future, it is possible to extrapolate some very valuable lessons college essay online help from the experience of the pilot for increasing the impacts of professional development for teachers early in their careers.
Participants commended highly the levels of autonomy offered through EPD and the opportunity to direct their own professional learning. Additionally, where teachers received support from a mentor and the school, the impact of the scheme was boosted further.
These, then, might be seen as the transferable features of the EPD scheme, which having been identified, could be utilised in future professional development activities. What should not be overlooked though, is that the EPD scheme, as a concept, did offer something unique. During interviews, teachers would frequently praise the funding and the thought for their professional development that the EPD pilot represented.