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A small number of mentors in the survey sample also reported that other teachers within the school had accessed training provided for EPD teachers.

In conveying the impact of EPD on professional development in the school, case- study interviewees most frequently highlighted an increase in the profile of professional development for all staff in the school. Interviewees also described how seeing EPD teachers undertake a whole manner of development opportunities had raised awareness about the breadth of activities available to achieve professional development targets, beyond attending courses. Further, the focus through EPD on teachers early in their careers had led school management teams to recognise the issues faced by these teachers and to identify avenues to remedy these. People in Performance Management, instead of saying I want to find out about X, can I go on a course?

In the case-study schools, there were examples where EPD had profoundly influenced the vision and provision of professional development within the school. As a result, the school staff development budget had been devolved to all staff within the school - both teaching and support staff. In another example, the EPD scheme had led to an ethos where professional learning became embedded in the school. EPD fostered a high priority for, and sense of entitlement to, professional development amongst those teachers who had participated, such that as they moved into their fourth and fifth years of teaching, they proceeded to study for higher degrees custom essay cheap or undertake research projects.

Further, as these teachers became middle managers, they expected members of their department to pursue their own professional development, pay someone to write a paper for me thus increasing standards of teaching and learning. For teacher survey respondents, this was the highest ranking outcome in 2004 from a list of 12.

Analysis of the case-study data revealed that impacts on pupils as a result of EPD were very widely recognised by interviewees. Indeed, eight out of ten second year teachers and nine out of ten third year teachers reported outcomes for pupils in both years 2 and 3 of the pilot. Improvements in the relationship between teachers and their pupils were also essay revision help online cited and often were the result of improved pupil behaviour - through the implementation of classroom management strategies developed by teachers through their EPD activities. I am much more structured, the children know what I am doing. Now, because I am able to work with each group, it is much easier and that has come through the EPD course (Teacher, primary, year 2 case-study data). Eve been on courses about teaching A-level geography and their exams that they sat in January, they were very good results, Em very pleased with that (Teacher, secondary, year 3 case-study data). And the more confident I am and the more enthusiastic I am, the more engaged they are and my confidence comes from having a vast base, foundation of knowledge of how to do it (Teacher, secondary, year 3 case- study data). Examples here included a lack of knowledge about the scheme amongst those not participating and an absence of whole-school links. The second most common reason for a lack of wider-school impact was the perception that the scheme was focussed on the individual needs of the teachers involved. This section of the report has already described how other EPD teachers - who would also have been pursuing their individual areas of need and interest - had been able to take on additional whole-school responsibilities and implement new practices or policies as a result of EPD with far-reaching consequences.

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Organisational difficulties, particularly the time constraints of school life, were also cited as reasons for limited school outcomes. Other reasons given included the view that professional development was already well-developed and supported in the school to the extent that EPD had made no perceptible difference, or that it was too early to tell what the consequences of EPD might be, the implication being that whilst 45 PART TWO EPD teachers experience outcomes first, whole-school developments may take longer to become established. In the final year of the pilot, three-quarters of teachers surveyed registered that EPD had considerably affected the contribution they made to their colleagues and the school. In a further enquiry, over half of the mentor survey sample in year 3 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 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 and, beyond that, to further impacts at a wider school level. For teacher survey respondents, this was the highest ranking outcome in 2004 from a list of 12. This is a notable finding and it confirms that EPD was not solely benefiting 46 PART TWO participating teachers.

In addition to the qualitative evidence from the case-study schools, the annual questionnaire survey to mentors sought to gauge the impact on themselves of their involvement in EPD in two custom essay cheap ways.

Mentors were given a list of pre-selected outcomes and asked to rate on a six- point scale the extent to which EPD had affected their attitudes and practices in these areas. And in the first two annual questionnaires only - 2. Mentors were also asked whether or not being an EPD mentor had had any impact on them. If they answered negatively, they were invited to explain the custom essay cheap reasons why EPD had had no outcomes for them.

The responses to these items and the qualitative evidence are presented below in the following sections. Two-thirds of respondents reported an impact, with 80 per cent citing positive outcomes. In addition, in all three years of the evaluation, mentor survey respondents were presented with a list of pre-selected potential outcomes and asked to rate the extent to which they had experienced each as a result of their involvement with EPD. In years 2 and 3, three-quarters registered that EPD had had a considerable effect on their knowledge of other teachers. Case-study interviews with mentors explored the extent of the impact of their EPD mentoring for them. Almost 80 per cent of mentors reported an impact in the second and third years of the scheme. All reported impacts were positive and, in cases where negative impacts were mentioned, positive effects were also cited. To some degree, the outcomes experienced by mentors themselves were more variable than those experienced by teachers and, to a lesser extent, schools.

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