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There are 8,600 open enrollment students and 2,700 contract enrollment students in the noncredit programs. The dean of workplace learning services reports to the vice president of learning and has equal status with the academic deans. Workplace Learning Services (WLS) targets incumbent and dislocated workers and is organized as an enterprise that includes both credit and 86 noncredit courses.

Faculty can bid on teaching courses in both credit online essay services and noncredit areas, but the college also makes extensive use of adjunct faculty with subject matter expertise.

WLS sells customized training, and is paid on the basis of hours of instruction. Its goal is to become cost neutral within five years. Both credit and noncredit programs are tied to the economic development of the region.

Eighty percent of the college enrollment is in the credit division. WLS faculty develop course content by going to work sites and assessing employer needs. There is no curriculum committee for even the credit courses, but there is a state approval process.

WLS uses environmental scans to determine economic development needs and then allocate resources to address them.

Career ladder programs are credit bearing, as are 80 percent of the programs within the academic areas. The college records the completion of noncredit courses on transcripts and documents outcomes from students enrolled in those courses. There is a mix of incumbent as well as dislocated workers in the noncredit programs.

There is also a mix of open enrollment students and contract enrollment students. The latter are incumbent workers and companies pay the total cost of training them.

The open enrollment students include ESL and basic skill students on a career ladder pathway into the credit division. WLS was described by administrative leaders as a system that is working well, with a lot of support from the college leadership.

There has been a doubling of training during this past year. There was a sense among all people interviewed that the college is doing a good job of meeting workforce needs of their students. We are also very grateful to the teachers and mentors who took part in the survey phase of this study over the three years of the pilot. Special gratitude is extended to officers in the 12 LEAs piloting the EPD scheme. Their help and support was invaluable in enabling us to carry out this research. Further, we very much appreciate the guidance and good counsel we have received from the Department for Education and Skills (DfES) and the General Teaching Council for England (GTC). We are also very grateful to our colleagues at the NFER, including Emma Scott, the project statistician and Mark Bailey from Research Data Services for administering the surveys to teachers and mentors.

Equally, we would like to convey our appreciation to Fiona Johnson for her considerable contribution to the two previous unpublished, interim reports, on which parts of this report are based. Finally, we would like to thank the following for their valuable support: Caroline Gulliver, Melanie Hall, Jennie Harland, Annie Johnson, Pippa Lord, Hilary McElderry, Paula Smith, Julie Thompson and Ruth Watson. ACKNOWLEDGEMENTS Executive Summary 1 The evaluation This summary sets out in brief the findings of the final report on the Early Professional Development (EPD) pilot scheme.

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The evaluation was conducted by the National Foundation for Educational Research (NFER) on the behalf of the Department for Education and Skills (DfES) and the General Teaching Council for England (GTC).

Building on the results of two interim, unpublished reports produced at the end of the first and second years of the pilot (Moor et al. The pilots were established in 12 LEAs and ran for three years until July 2004. The participating authorities were: Birmingham, Brighton and Hove, Cornwall, Croydon, Cumbria, Hammersmith and Fulham, Hampshire, Kensington and Chelsea, Lewisham, Newham, Stoke-on-Trent and Wakefield.

The LEA had a central role in the conceptualisation and administration of the pilot within their authority.

Therefore, the implementation of the scheme differed somewhat across the 12 areas. Overall, however, the EPD experience was chiefly characterised by two elements. Firstly, there was an underlying principle that second and third year teachers would have involvement in decisions regarding the use of EPD funding to address their own professional development needs. Secondly, there was a commitment to mentoring: in 11 of the 12 LEAs, it was intended that EPD teachers would have a mentor. In subsequent years, both second and third year online essay services teachers and mentors were included. EXECUTIVE SUMMARY 3 The impact of the EPD scheme 3. In the first year, the level of impact reported by teachers was notable, with 61 per cent of teacher survey respondents stating that EPD had affected their overall professional practices to a considerable degree. By the final year, when asked to score the overall effect of EPD on their professional practices, more than three- quarters of teachers felt that EPD had impacted us based essay writing service on them to a considerable degree.

Further, in their survey, teachers were given a list of possible outcomes and asked to rate the extent to which EPD had affected their practice in these areas.

What becomes apparent when looking at this list of highest-rated impacts is that the EPD scheme did not only benefit teachers, but that also the positive effects radiated outwards to those they taught and worked with. For all the specified outcomes on which teachers were asked to comment, the proportion registering that EPD had affected their practice considerably rose markedly - on average by around 12 percentage points - between the first online essay services and third year of the pilot. That these impacts were extensive, rose over the duration of the scheme and were reported by the majority of participants, serves to underline the substantial successes of the EPD scheme in contributing to the professional lives of teachers early in their careers. The outcome of enhanced confidence that teachers gained from taking part in EPD seemed particularly instrumental in fostering further impacts. Instilled with higher confidence levels, teachers reported having implemented new teaching practices and of being able to pursue their chosen career paths, and these, in turn, helped teachers feel more content in their chosen profession.

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