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After the survey results from the first year of the evaluation established that EPD enabled teachers to contribute more fully to their help research paper colleagues and the school, the questionnaire to mentors thereafter sought to examine the full range and extent of impacts experienced by schools as a result.

Overall, half the mentors responding in 2003 (49 per cent) and more than half in 2004 (55 per cent) answered in the affirmative, compared with one-fifth in both years indicating there had been no wider-school impact and one-quarter (one third in 2003) who were unsure. In general, the secondary schools in the sample were larger than the primaries, conceivably making it more difficult to discern whole-school impacts. In both primary and secondary schools, mentors who were heads or deputy headteachers most frequently stated that EPD had had a wider impact within the school.

Analysis of case-study interviews showed that four out of five coordinators, mentors and headteachers interviewed in years 2 and 3 help research paper perceived that the EPD teachers had had at least one positive impact at a whole-school level. The disparity between responses in the interview data help research paper and survey data might suggest that the wider impact of EPD teachers on the school was not always immediate and was often more subtle than the impacts on the teachers themselves. Please note that percentages in brackets indicate a combined category - where mentors offered at least one outcome within the overarching theme. For example, overall, 99 per cent of mentors in year 3 of the pilot gave one or more positive impacts, compared with one per cent citing one or more negative outcomes. Therefore, essay paper help the percentages shown below are calculated from the number of mentors who had responded affirmatively to this initial enquiry. In year 2 the most common outcomes, each cited by two-fifths of mentors who perceived that EPD had had a wider-school effect, were that the EPD scheme had impacted on other teachers and on the management or structures of the school.

In year 3, those reporting impacts on other teachers had increased to three-fifths, with impacts on management or structures cited by approaching half of mentors reporting wider-school impacts.

The picture further changed in year 3 as the proportion of mentors citing changes specific to the EPD teachers as a wider-school outcome almost doubled from the previous year to two- thirds of all mentors who had observed a whole-school impact as a result of EPD. Each broad category of impact shown in Table 12 will now be considered in greater detail, with the qualitative evidence from the interviews in the case-study schools providing illumination regarding the ways in which schools experienced these impacts. Impacts on other teachers The impact on other teachers, cited in year 3 by almost three-fifths of mentors reporting a help research paper wider-school effect, involved the EPD teacher disseminating what they had learnt from their EPD activities to colleagues, and other teachers having changed their own practice as a result. In 2002, the latter was explicitly stated by more than one-quarter of mentors responding to the question, suggesting that EPD could have a wider-school influence in facilitating developments in classroom practice for a potentially large number of teachers not directly involved in the scheme. In both years 2 and 3, secondary-school mentors who were headteachers and deputy heads were more inclined to highlight the impact of EPD on other teachers than those who did not hold this level of responsibility. Hence, mentors with the greatest level of responsibility and whole-school perspective, placed most emphasis on the impact of the scheme in terms of developing the practice of other staff.

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Overall, half of the interviewees reported an impact in this area. Crucial to the achievement of this outcome was the dissemination of EPD activities by the participating teacher - the sharing of new skills, knowledge, ideas and resources. They have learnt quite a bit and find it easier help research paper to deal do my coursework for me with certain things in the department now (Teacher, secondary, year 2 case-study data). Impact on the management and structures of the school As Table 12 sets out, the impact on the management and structures of the school was a commonly cited effect of EPD, reported in years 2 and 3 by more than two-fifths of mentors observing a wider-school impact. This overarching category included EPD teachers taking on further whole-school responsibilities and the development of new whole-school systems. In the 2003 survey, the effect of EPD on the management and structures of the school was mentioned slightly more often by mentors in primary schools.

As Part one showed, more primary teachers than their secondary counterparts held additional responsibilities in school, thus providing them with a possible means to effect change at whole-school level. Analysis of the case-study interviews in the second and third years of the pilot revealed that when this effect was felt within the school, EPD teachers were reported to be more effectively performing leadership or subject coordinator roles, or taking them on for the first time. Thus, as the following quotations exemplify, the EPD scheme gave participating teachers opportunities to enhance directly both academic and pastoral aspects of school life for their colleagues and their pupils. So the school has really benefited from that - being able to develop leadership from the middle (Coordinator, primary, year 3 case-study data). Changes specific to EPD teachers As Table 12 shows, despite the question specifically asking for the whole-school effects of EPD, one-third of the mentors reporting a wider-school outcome in year 2, and almost two-thirds in year 3 described changes specific to EPD teachers, suggesting that they felt that the impacts on the EPD teachers (i. Effects in this area included the EPD teacher becoming a better classroom practitioner, enhancing their subject knowledge and skills, being more confident, motivated or committed to the teaching profession. A consequence of these improvements was that the EPD teacher began to engage with whole-school issues, and to carve a role for themselves beyond their classroom or their department to the wider school. On the basis of the case-study data, this effect was observed particularly in those schools in which the teachers had had freedom of choice in selecting their EPD activities. Autonomy offered teachers an opportunity to reflect on and plan their career, and spot opportunities - often within their school - for their career development. The outcomes teachers derived from EPD activities increased confidence, improved 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, further impacts at a whole-school level. Part four will consider in more detail how effects transpose from the teacher to the school. Impacts on professional development within the school More than one-quarter of mentors indicating a wider effect of the EPD scheme on the school in the year 2 and year 3 surveys, expressed the belief that it had impacted on professional development within the school.

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