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These mentors derived greater positive outcomes from their mentoring role than those who did not receive any non-contact time. Case-study teachers felt that there were certain characteristics of an effective mentor. As well as being approachable, empathetic, and flexible, mentors should be suitably experienced and able to prioritise the mentoring relationship.

To begin with, the level of impacts across all 12 courseworks help LEAs is reported, as well as any change in impact over the three years of the pilot. Variations in impact are then examined with reference to how LEAs choose to operate the scheme, in particular their interaction with other key contributors - namely, the schools and the participating teachers. The section ends by compiling a typology of the specific functions performed by the participating authorities. The discussion is presented in the following sections: do my coursework Section 4. For example, in year 3, 89 per cent of teachers responding to the survey in one authority reported that EPD had affected their overall professional practices to a considerable degree.

In another LEA however, 57 per cent of surveyed teachers adjudged that this was the case.

Thus, some LEAs were able to function relatively more effectively in terms of the effects cultivated courseworks help through EPD.

Taking more of an overview, it should be courseworks help noted that, comparing figures from the first and final years of the survey, every single LEA achieved an increase in teacher effect ratings (with the largest gain being 28 per cent). Lienee, despite some variations in the extent of impact, over the course of the pilot all LEAs were seen to macbeth essay help progress in terms of reports of positive impacts on EPD teachers.

For now though, we are concerned with explaining why some approaches to EPD appeared to work more successfully than others. Over the course of the pilot, there were three authorities that frequently occupied a top three position in terms of the perceived effects registered by surveyed teachers.

The approach to EPD in these three authorities, therefore, would seem to be particularly advantageous. At the other end of the spectrum were two LEAs that, despite some improvements during the second year of the scheme, were at the bottom of the effects rankings in both the first and courseworks help final years of the pilot. In comparing the approaches of these LEAs, it may be possible to tease out the factors that either promoted or hindered the emergence of EPD outcomes. The next section will identify which types of approach yielded the most positive outcomes. It would appear that the highest results for teacher effects were obtained 117 PART FOUR where the various constituents achieved appropriate levels of involvement. Taking each partner in turn, this section will discuss how LEAs chose to manage their interaction with schools and teachers, highlighting those configurations that appeared to be most beneficial. Teacher autonomy Over the course of the pilot, very broadly speaking, LEAs chose to conceptualise the initiative in one of two ways. This third approach eventually disappeared as the LEAs concerned moved towards a more non-centralised form of implementation. Also, over the course of the pilot, the centralised models incorporated more scope for teacher choice. We will now compare the two principle approaches to EPD in terms of the outcomes reported.

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What then are the distinguishing features of a non-centralised LEA? Firstly, as already indicated, teachers were given considerable leeway to follow their preferred professional development pathways. Meanwhile, centralised pilots (where there was an LEA-specified element) tended to be associated with the lowest ratings. Whilst observations showed that this type of provision was well designed and delivered, it cannot be guaranteed that it would meet the needs of every single teacher involved.

Therefore, teacher effect ratings of generic programmes tended to be lower than those given by teachers who experienced more individualised packages of EPD provision. Even so, by the second year of the pilot, there was far less distinction between the extent of the effects teachers reported in the non-centralised and centralised approaches.

Between year 1 and year 2, centralised approaches witnessed the greatest gains in teacher effect ratings (e. Along with the increased emphasis on the voluntary dimensions of their programmes in year 2, this suggests that centralised approaches needed more than the first year of the pilot to develop. Because this approach often incorporated newly devised courses specifically for EPD teachers, these might quite legitimately have required longer than one year to achieve their fullest potential. Furthermore, centralised approaches scored highly in the area that was the focus of the centralised part of the experience. Despite the progress made by centralised pilots, in the final year of the scheme, these centralised approaches showed slight declines in the proportion of teachers registering a considerable effect on overall professional practices, such that they returned to the bottom of the rankings. Provision of LEA support Allowing teachers a high degree of control over their EPD programmes was thus found to be associated with positive EPD outcomes.

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 courseworks help 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 write my research papers 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.

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